GRADED  IN 


IN  ENGLISH. 


FOR  THE  USE  OF  TEACHERS. 


T,  BRIGHT. 


CM 


O 


LIBRARY 

OF   THE 

UNIVERSITY  OF  CALIFORNIA. 

Deceived         JAN      3    1 893  .  ,89 
^Accessions  No. IfoSni      .  Class  No. 


GRADED  INSTRUCTION 


IN  ENGLISH. 


FOR  THE   USE  OF  TEACHERS. 


BY 


ORVILLE  T.   BRIGHT, 

PRINCIPAL  OF  DOUGLAS  SCHOOL,  C 


UNIVERSITY 


NEW  YORK  • :  •  CINCINNATI  • :  •  CHICAGO 
AMERICAN    BOOK    COMPANY. 

FROM  THE   PRESS  OF 

D.  APPLETON  &  COMPANY. 


COPYEIGHT  BV 

D.   APPLETON  AND  COMPANY, 

1882. 


PREFACE. 


THE  following  course  of  instruction  in  Eng- 
lish was  prepared  solely  for  use  in  the  school  of 
which  the  author  is  principal.  The  solicitation 
of  fellow-workers  in  Chicago  who  have  watched 
its  success  is  the  reason  for  publishing  it  in  its 
present  form. 

The  plan  has  already  many  friends,  and  the 
number  is  rapidly  increasing  as  teachers  see  its 
practical  working  in  the  school-room. 

There  is  no  denying  the  fact  .  that,  when 
judged  by  results,  the  usually  adopted  methods  of 
teaching  the  correct  use  of  the  English  language 
are  a  sad  failure. 

This  arises  partly  from  faulty  methods  and 
partly  from  the  lack  of  direct  and  systematic 
instruction  during  the  first  years  of  school  life. 
Indeed,  it  is  not  too  much  to  say  that,  in  the 
majority  of  our  public  schools,  during  the  first 
three  or  four  years'  attendance,  children  receive 


PREFACE. 


no  instruction  whatever  in  the  use  of  English  ex- 
cepting that  which  is  incidental  to  other  studies. 

These,  the  most  impressible  years  of  life,  are 
especially  adapted  to  this  instruction,  because  of 
the  interest  that  may  be  aroused  and  the  per- 
manence of  the  habits  of  speech  then  formed. 

So  far  as  the  common  use  of  language  is 
concerned,  correct  habits  of  speech  will  never  be 
formed  by  the  study  of  English  grammar. 

One  of  the  most  common  charges  brought 
against  the  public  schools  by  the  journals  is  that 
pupils  leave  the  grammar  schools  without  being 
able  to  write  a  respectable  letter,  and  with  no 
knowledge  of  the  most  common  business  forms. 
Unfortunately,  as  regards  the  great  majority  of 
schools,  the  charge  is  true,  and  it  is  just  as  true 
that  such  results  are  unnecessary. 

The  teacher  who  attempts  the  following  plan 
without  understanding  the  whole  scope  and  in- 
tent of  it,  at  least  from  the  beginning  of,  the 
book  to  the  end  of  her  own  grade,  and  who  does 
not  make  daily  preparation  for  the  lesson  to  be 
presented,  can  have  only  partial  success — or  fail- 
ure. The  plan  proposed  is  meant  to  be  sug- 
gestive, but  the  teacher  is  expected  to  prepare 
and  arrange  her  own  lessons. 

What  is  wanted  with  little  children  is  practice 
and  not  reasons.  This  can  not  be  too  strongly 


PREFACE. 


impressed.  Hence,  in  early  language-lessons  omit 
the  "why"  altogether.  The  frequent  repetition 
of  this  thought  in  the  succeeding  pages,  is  due 
to  the  strength  of  the  author's  belief  in  it,  and 
his  wish  to  impress  it  upon  young  teachers. 

A  large  majority  of  all  ungrammatical  ex- 
pressions may  be  grouped  under  a  limited  num- 
ber of  topics.  It  is  believed  that  these  topics 
may  be  successfully  presented  to  children  in  pri- 
mary grades.  This  is  the 'special  object  of  this 
course  of  study. 

The  arrangement  of  every  topic  presented  and 
every  suggestion   connected  therewith   has  been 
thoroughly  tested  in  the  school-room. 
DOUGLAS  SCHOOL,  CHICAGO,  September  1,  1882. 


INSTKTJCTION  IN  ENGLISH. 


GENERAL  REMARKS. 

Ill"  giving  language-lessons  to  little  children, 
the  prime  object  should  be  to  lead  the^children  to 
talk  freely  about  the  objects  and  incidents  that 
come  within  their  observation,  and  through  means 
of  this  freedom  to  lead  them  to  use  correct  forms 
of  speech.  If  a  thought  is  correctly  expressed  in 
oral  language,  it  will  be  in  written,  provided  the 
child  can  spell  correctly.  Hence  the  prime  im- 
portance of  what  is  so  greatly  neglected — teaching 
children  to  talk  correctly. 

To  be  sure,  there  are  many  outside  influences, 
especially  the  practices  of  the  home,  that  will  op- 
erate against  the  success  of  the  teacher.  But  it 
must  be  remembered  that,  while  in  recitation,  the 
mind  of  the  child  is  on  the  alert  for  impressions, 
and  that  the  word  of  the  successful  teacher  is  "law 
and  gospel "  to  the  learner.  Hence  an  hour  a  day 
spent  on  this  subject  by  an  earnest  teacher  will 
largely,  if  not  entirely,  overcome  the  influences 
referred  to. 


INSTRUCTION  IN  ENGLISH. 


It  will  rarely  be  necessary  to  give  points  of  in- 
struction out  of  hand.  They  may  all  be  drawn 
from  the  children  by  skillful  questioning,  and 
nothing  pleases  the  child  more  than  to  furnish  the 
correct  form  of  speech.  It  will  be  found  very  rare 
indeed  that  any  error  will  be  made  that  none  of 
the  children  will  be  able  to  correct.  All  that  is 
wanted  with  little  children  is  the  correction,  with 
no  attempt  at  reason  therefor. 

While  any  incorrect  form  of  speech  in  school 
should  be  corrected  at  any  time,  still,  if  depend- 
ence for  learning  and  habitually  using  correct  lan- 
guage be  placed  upon  these  corrections  only,  fail- 
ure will  be  the  result  as  it  has  been  heretofore. 
The  impression  one  is  able  to  make  in  the  face  of 
all  opposing  influences  will  not  be  a  permanent 
one,  unless  there  be  a  controlling  idea  in  the  mind 
of  the  teacher  when  conducting  a  language  exer- 
cise, so  that  the  questions  and  answers  shall  be 
brought  to  bear  upon  the  particular  construction 
or  constructions  to  be  impressed.  % 

By  taking  up  one  topic  of  instruction  at  a  time 
and  in  natural  order,  by  constant  reiteration  in  the 
sentences  of  the  children,  of  the  correct  construc- 
tion wanted,  by  the  correction  of  errors  which  will 
present  themselves  in  these  same  sentences,  and,  by 
means  of  these  corrections,  placing  in  contrast  the 
incorrect  and  the  correct  forms  of  speech,  impres- 
sions will  be  made  upon  the  minds  of  the  children 
that  nothing  can  efface. 

By  securing  the  freedom  of  speech  before  al- 
luded to,  the  incorrect  expressions  used  upon  the 


GENERAL  REMARKS. 


play-ground  and  in  the  homes  of  the  children  will 
be  brought  before  the  class  for  their  criticism  and 
correction,  and  it  will  not  be  long  ere  the  same 
errors  will  be  noted  when  not  made  in  the  school- 
room. 

In  all  cases  of  incorrect  expressions,  be  sure 
that  they  are  heard  without  repetition  by  the 
teacher.  This  will  lead  children  to  criticise  each 
other.  Any  pupil  who  makes  a  correction  should 
do  so  clearly  and  distinctly,  and,  by  means  of  em- 
phasis, bring  the  incorrect  and  the  correct  form 
into  strong  contrast.  One  of  the  greatest  benefits 
to  be  derived  from  the  recitation  will  be  gained  by 
giving  exact  regard  to  this  instruction.  For  in- 
stance, this  sentence  is  heard:  " There  is  three 
apples  on  the  table."  The  hands  are  raised  for 
correction.  James  said,  "There  is  three,"  etc., 
for  or  instead  of  "  There  are  three,"  etc.  After  a 
little  practice  the  correction  maybe,  "He  ought 
to  have  said,"  etc.,  each  word  being  spoken  dis- 
tinctly. At  other  times  the  correction  may  be 
made  as  follows  :  "James  ought  not  to  have  said," 
etc.  Thus,  "had  ought"  and  "hadn't  ought" 
will  be  banished  from  the  language  of  the  children. 

Present  one  topic  at  a  time,  and  thoroughly, 
before  taking  up  another.  The  order  of  topics  in 
any  grade  may  of  course  be  varied  to  suit  peculiar 
circumstances,  or  as  the  teacher's  judgment  may 
dictate. 

Eecollect,  again,  there  is  to  be  no  technical  in- 
struction with  little  children ;  no  reasons  for  the 
use  of  words  as  employed.  Secure  correct  use  of 


10  INSTRUCTION  IN  ENGLISH. 

words  and  sentences  by  means  of  correct  practice. 
The  use  of  technical  terms  may  be  taken  up  when 
it  is  easier  to  do  with  than  without  them. 

The  plan  advocated  will  appear  more  fully  in 
the  following  topics  for  instruction,  which  have 
been  divided  into  eight  grades  or  years,  as  this 
term  may  be  taken  as  the  average  time  required  in 
preparation  for  high-school  studies.  This  classifi- 
cation may  be  easily  adapted  to  any  graded  school. 

Again,  carefully  study  any  grade  through  be- 
fore trying  to  teach  it.  Also  become  familiar  with 
the  requirements  preceding  it.  Lastly,  make  daily 
and  thorough  preparation  for  the  lessons. 


FIRST  YEAR  OR  GRADE. 

1. 
The  use  of  " a"  and  "an." 

The  teacher  first  presents  objects,  and  after* 
ward  their  names,  and  the  children  use  a  or  an  as 
they  repeat  each  name. 

Before  beginning  the  exercise,  the  teacher  should 
have  at  hand  a  plentiful  supply  of  selected  objects. 

Allow  the  children,  one  at  a  time,  to  pass  freely 
around  the  room  and  speak  the  names  of  any 
objects  pointed  out ;  or  tell  them  to  point  to  those 
objects  with  whose  names  they  can  use  a.  Then 
to  those  with  whose  names  an  is  used. 


FIRST  YEAR   OR   GRADE.  11 

Make  the  exercise  rapid,  working  with  pupils 
both  individually  and  in  concert.  Be  careful  to 
secure  distinct  and  correct  pronunciation. 

2. 

The  use  of  nouns  to  denote  one  or  more 
than  one  object. 

Begin  by  presenting  objects,  first  one  and  then 
two  or  three  of  the  same  kind,  requiring  the  chil- 
dren to  name  them. 

Follow  this  exercise  with  prepared  lists  of  fa- 
miliar names,  including  as  many  nouns  as  practi- 
cable whose  plurals  are  formed  irregularly.  The 
teacher  uses  the  terms  "one"  and  "more  than 
one." 

In  naming  these  lists,  let  the  teacher  first  name 
one,  and  the  children  more  than  one. 

Then  the  teacher  names  the  plural  and  the 
children  the  singular.  Then  the  teacher  names 
one  form  and  the  children  the  opposite,  and  tell 
which  they  give. 

Great  care  must  be  exercised  that  each  form  of 
every  word  is  clearly  enunciated. 

From  this  point,  whenever  practicable,  require 
the  answers  of  the  children  to  be  complete  sen- 
tences. 

3. 

Use  of  correct  forms  of  the  verb  with  sin- 
gular and  with  plural  nouns. 

First  use  the  objects  at  hand,  requiring  some- 
thing to  be  told  or  asked  about  one,  and  then 


12  INSTRUCTION  IN  ENGLISH. 

about  more  than  one,  or  vice  versa.  A  great  vari- 
ety of  objects  may  be  obtained  by  asking  the  chil- 
dren to  bring  their  playthings  to  school,  and  in 
these  they  will  be  interested.  Because  they  know 
about  them  they  will  talk  freely,  and  this  will  in- 
dicate the  first  success  of  the  teacher. 

The  teacher  holds  to  view  a  book,  and  secures 
the  sentences  : 

The  book  is  old.  The  book  has  leaves. 
Is  the  cover  of  the  book  clean  ? 

By  presenting  more  than  one  : 

The  books  are  old.  The  books  have 
leaves.  Are  the  covers  of  the  books  clean  ? 

After  using  objects,  take  lists  of  words  as  be- 
fore, requiring  each  to  be  used  in  a  sentence,  and 
always  following  the  use  of  one  form  with  that  of 
the  other. 

Secure  the  use  of  two  or  more  nouns  with  one 
verb,  or  of  one  noun  with  two  or  more  verbs,  thus 
leading  the  children  to  condense  their  statements 
in  description.  Thus  : 

A  book  is  on  the  table. 

An  orange  is  on  the  table. 

A  book  and  an  orange  are  on  the  table. 

The  question, 

Who  is  coming  to  school  to-morrow  ? 
will  secure  such  sentences  as  : 

Mary,  James,  and  Harry  are  coming,  etc. 

What  can  a  bird  do  ? 

A  bird  can  sing. 

A  bird  can  fly. 

A  bird  can  build  a  nest. 


FIRST   YEAR    OR   GRADE.  13 

A  bird  can  sing,  fly,  and  build  a  nest. 

Especial  attention  will  be  required  in  sentences 
beginning  with  the  expletive  "  there/'  when  the 
noun  is  plural,  or  when  speaking  of  two  or  more 
singular  nouns. 

There  is  an  apple  on  the  table. 

There  is  a  child  on  the  platform. 

There  are  apples  on  the  table. 

There  are  children  on  the  platform. 

The  following  is  more  difficult,  and  should  not 
be  attempted  until  great  facility  has  been  acquired 
in  what  precedes : 

There  is  a  book  on  my  desk. 

There  is  an  orange  on  my  desk. 

There  is  a  pencil  on  my  desk. 

There  are  a  book,  an  orange,  and  a  pencil 
on  my  desk. 

4. 

The  use  of  "this"  and  "that,"  and  of  their 
plurals. 

These  words  will  be  used  by  the  children  almost 
from  the  beginning  of  the  lessons. 

Showing  a  pencil : 

What  is  this  ? 

That  is  a  pencil. 

That  pencil  is  in  your  hand. 

That  pencil  has  been  sharpened,  etc. 

By  showing  two  or  three  : 

Those  are  pencils,  etc. 

By  requiring  the  child  to  hold  the  pencil  or 
pencils,  the  use  of  this  and  these  may  be  obtained. 
2 


14  INSTRUCTION  IN  ENGLISH. 

First  use  with  visible  objects  and  then  without. 

The  teacher  must  bear  in  mind,  in  teaching 
the  use  of  these  words,  that  two  objects  should  be 
kept  in  view :  the  use  of  the  correct  word  as  re- 
gards number,  and  also  as  regards  the  position  of 
the  object  or  objects  named,  with  reference  to  the 
speaker. 

The  topics  already  indicated,  taken  in  connec- 
tion with  the  natural  timidity  of  children  on  en- 
tering school,  will  furnish  the  basis  for  instruction 
for  a  long  time.  Too  much  should  not  be  under- 
taken during  the  first  few  weeks  or  months.  The 
main  object  should  be  to  secure  freedom  of  expres- 
sion on  the  part  of  pupils. 

Care  must  be  constantly  exercised  that  what- 
ever the  children  say  shall  be  distinctly  enunciated. 
Almost  any  amount  of  time  and  pains  which  se- 
cures this  end  will  be  well  spent. 

5. 
Use  of  adjectives. 

The  special  object  is  to  facilitate  the  expression 
of  apparent  qualities  of  common  objects,  and  thus 
lead  slowly  to  extended  description  of  such  ob- 
jects. 

First  require  complete  sentences,  each  express- 
ing a  single  quality  of  the  object  presented.  Then 
the  combination  of  two  or  more  of  these  statements 
or  questions  into  one  sentence,  being  careful  about 
the  repetition  of  and.  Thus  : 

That  coat  is  old. 

That  coat  is  old  and  ragged. 


FIRST  YEAR    OR    GRADE.        .  15 

That  coat  is  old,  ragged,  and  dirty. 

In  connection  with  this  topic  an  excellent  prac- 
tice will  be  to  require  reasons  for  some  of  the  state- 
ments made.  Thus : 

That  is  an  old  hat. 

How  do  you  know  ? 

I  know  that  is  an  old  hat  because  it  has 
holes  in  it. 

I  know  that  is  a  new  pencil  because  it  has 
not  been  sharpened,  etc. 

6. 
Use  of  adverbs. 

The  errors  appear  in  using  adverbs  derived  from 
qualifying  adjectives,  or  what  are  called  adverbs  of 
manner. 

Secure  from  the  children  sentences  describing 
some  action  of  the  teacher  or  of  one  of  the  pupils. 
Thus: 

The  teacher  walk$  slowly  across  the  floor  and 
asks  the  question  : 

What  am  I  doing  ?    You  are  walking. 

How  am  I  walking?  You  are  walking 
slow,  will  very  likely  be  the  answer  of  every  pupil 
in  the  school. 

The  correct  answer  may  be  obtained  from  the 
pupils,  and  should  be  repeated  by  them  in  concert. 
The  same  word  may  then  be  used  in  describing 
other  actions. 

Then  this  question  should  be  given  : 

What  kind  of  walking  is  this  ? 

That  is  slow  walking. 


16  INSTRUCTION  IN  ENGLISH. 

How  am  I  walking  ? 
You  are  walking  slowly. 

Bring  out  in  the  strongest  manner  possible  the 
contrast  between  the  correct  use  of  the  adjective 
and  of  the  adverb  derived  from  it.  After  a  while 
such  sentences  as  the  following  may  be  secured  : 

That  is  slow  walking  because  you  are 
walking  slowly. 

You  were  reading  nicely  because  that 
was  nice  reading. 

Mary  is  writing  well  because  that  is  good 
writing. 

Secure  from  the  children  as  many  words  as  pos- 
sible describing  the  same  action,  and  the  use  of 
two  or  three  of  them  in  one  sentence.  As  : 

James  does  his  work  slowly  and  care- 
fully. 

After  thorough  drill  in  the  use  of  words  de- 
scribing actions  that  can  be  seen  by  the  children, 
any  others  may  be  described,  or  words  may  be  given 
for  use  in  sentences,  alternating  adjectives  and  ad- 
verbs. 

It  should  be  borne  in  mind  that  the  number  of 
adverbs  of  manner  given  in  this  grade  must  be 
quite  limited,  and  only  those  in  very  common  use. 

7. 

Use  of  personal  pronouns  as  subjects  of 
verbs. 

Secure  the  use  of  these  words  singly,  then  in 
combination  with  nouns,  then  in  combination  with 
each  other. 


FIRST  YEAR   OR   GRADE 


First,  great  facility  should  be  acquired  in  using 
the  pronoun  with  the  correct  form  of  the  verb,  and 
in  changing  from  one  number  to  the  other.  Thus, 
after  the  child  has  given  the  first  of  each  of  the 
following  pairs  of  sentences,  secure  the  other,  by 
simply  saying  "with  more  than  one." 

I  have  my  slate  on  my  desk. 

We  have  our  slates  on  our  desks. 

I  gave  the  apple  to  him. 

We  gave  the  apples  to  them. 

The  boy  has  lost  his  knife. 

The  boys  have  lost  their  knives. 

The  little  bird  was  building  its  nest. 

The  little  birds  were  building  their  nests, 
etc, 

Second,  the  use  of  the  noun  and  pronoun  to- 
gether. Thus  : 

Who  is  standing  ?    I  am  standing. 

Who  else  is  standing  ?    Mary  is  standing. 

Give  the  two  answers  in  one  sentence. 

A  variety  of  answers  will  very  likely  be  given. 
As: 

Me  and  Mary,  Mary  and  me,  I  and  Mary, 
Mary  and  I,  are  standing. 

Have  the  correct  answer  repeated  several  times., 
In  like  manner  secure  the  use  of  he  or  she  with 
,one  noun,  and  then  with  two  or  three,  in  the  same 
sentence. 

Third,  the  use  of  two  or  three  pronouns  in  one 
sentence.  Proceeding  as  before,  require  the  use  of 
the  pronouns  instead  of  names,  and  secure  the  sen- 
tences : 


18  INSTRUCTION  IN  ENGLISH. 

He  and  I  are  looking  out  of  the  window. 

He,  she,  and  I  have  first  readers. 

You,  he,  and  I  are  reciting  our  lessons, 
etc. 

The  correct  use  of  the  grammatical  persons  will 
also  be  secured. 

Give  especial  attention  to  the  use  of  was  with 
pronouns  requiring  were. 

Nobody  says  we  is,  you  is,  or  they  is  ;  but  we 
was,  you  was,  and  they  was  are  exceedingly  com- 
mon, especially  you  was. 

The  thorough  handling  of  this  topic  will  re- 
quire great  skill  and  patience,  especially  with  chil- 
dren of  foreign  parentage. 

8. 
Spelling. 

The  question  will  arise  as  to  the  spelling  of  the 
words  used.  This  should  be  acquired  as  rapidly  as 
practicable.  Of  course,  little  or  nothing  can  be 
accomplished  in  this  regard  at  first,  except  in  copy- 
ing words  or  sentences  as  the  children  learn  to 
write  ;  but  after  a  few  months,  or  during  the  last 
half  of  the  grade,  the  words  used  by  the  children 
should  be  spelled  both  orally  and  by  writing  in 
sentences. 

9. 

Thorough  drill  upon  the  use  and  orthog- 
raphy of  the  following  words. 

be    bee  eye    I 

dear    deer  hear    here 


FIRST   YEAR    OR    GRADE.  19 

hour    our  son     sun 

know    no  their    there 

knows    nose  to    too    two 

knot    not  wood    would 

meat    meet  which    whose 

right    write  wrote    ought 
read    red 

10. 

Teach  the  children  to  avoid  the  use  of  real  in- 
stead of  very.  Real  is  never  an  adverb. 

Of  have  got  and  has  got  to  denote  possession. 

Of  ain't  and  wa'n't. 

Of  don't  with  a  subject  in  third,  singular. 
Don't  is  a  contraction  of  do  not.  "He  don't"  is 
no  more  proper  than  •"  He  do  not." 

Teach  proper  use  of  bring,  fetch,  and  carry. 

Teach  proper  use  of  ought  in  questions,  in  order 
to  avoid  the  use  of  the  auxiliary.  The  corrections 
alluded  to  in  General  Remarks  will  accomplish  this 
purpose  in  statements.  These  two  forms  of  ques- 
tions should  be  required  : 

Ought  Harry  to  leave  his  hat  on  the  floor  ? 

Ought  they  not  to  walk  quietly  into  the 
room? 

11. 

Stories  and  descriptions, 

Oral  repetition  of  little  stories  that  the  chil- 
dren may  read  at  sight  in  the  school-room,  or 
that  they  may  hear  read  by  the  teacher  or  by  one 
of  themselves ;  or  of  stories  and  incidents  that 
have  come  to  the  children's  knowledge  outside  of 


20  INSTRUCTION  IN  ENGLISH. 

school.  Also  oral  description  of  objects  in  the 
school-room  that  may  be  presented  to  the  children, 
and  of  their  playthings  or  home  pets.  Encourage 
them  to  bring  their  playthings  to  school  and  give 
their  history  to  their  school-mates. 

In  short,  adopt  any  and  all  means  that  will 
make  the  children  feel  at  home  in  the  school-room, 
love  their  school,  and  that  will  induce  them  to  talk 
freely.  Thus  will  be  secured  freedom  not  only  in 
the  expression  of  ideas,  but  also  in  correct  expres- 
sion. 

12. 

Copying  lessons  frotn  the  reader  or  from 
the  blackboard. 

Children  in  the  First  Grade  can  not  study. 
They  want  something  to  do.  Hence,  when  they  are 
not  reciting,  they  should  be  at  work  with  their 
slates,  and  a  large  share  of  their  time  may  be  spent 
to  great  advantage  in  copying,  provided  they  copy 
accurately.  By  this  means  they  will,  to  some 
extent,  learn  the  use  of  capitals,  of  punctuation- 
marks,  and  how  to  arrange  sentences  and  para- 
graphs. 

13. 

Correction  of  ungrammatical  expressions 
heard  outside  of  the  school-room. 

Of  course,  the  sentences  which  they  will  present 
will  be  confined  to  a  very  few  classes  of  errors,  but 
the  exercise  will  encourage  a  spirit  of  criticism,  and 
also  a  care  in  talking  when  not  under  the  imme- 
diate influence  of  the  teacher. 


FIRST  YEAR   OR   GRADE.  21 

A  pupil  may  present  a  wrongly  constructed  sen- 
tence that  he  has  heard  and  follow  with  the  cor- 
rection, or  he  may  present  the  sentence  for  others 
to  correct. 

Never  present  written  nor  printed  sentences 
containing  false  syntax  or  incorrect  orthography 
to  children. 

14, 

Abbreviations* 

Meaning  and  use  of  :  Mr.,  Mrs.,  Dr.  (doctor), 
St.  (street),  Av.  (avenue). 

15. 
Written  exercises. 

The  foregoing  comprise  the  topics  of  the  grade 
for  oral  exercises.  Having  a  good  basis  on  which 
to  build,  the  written  work  will  be  rapidly  accom- 
plished. This  will  consist  in  writing  sentences 
similar  to  those  already  used,  with  correct  use  of 
period  and  interrogation-mark,  capitals  to  begin 
sentences  and  proper  names,  and  the  word  I. 
Each  pupil  should  be  able  to  write  his  own  name, 
residence,  the  name  of  the  school,  of  his  teacher, 
and  of  the  principal. 

All  writing  of  sentences  should  be  neatly  done. 
Whenever  practicable,  any  sentences  written  in  a 
careless  or  slovenly  manner  should  be  copied  before 
they  are  inspected  by  the  teacher. 

The  writing  of  sentences  except  from  copy 
should  not  be  undertaken  during  the  first  two 
thirds  or  three  fourths  of  the  grade.  Writing  is 
not  to  be  expected  in  Topic  11, 


INSTRUCTION  IN  ENGLISH. 


The  work  indicated  will  demand  time  each  day. 
A  daily  exercise  of  ten,  fifteen,  or  twenty  minutes 
for  sixty  or  seventy  pupils  will  not  answer.  From 
forty-five  to  sixty  minutes,  divided  into  such  exer- 
cises as  will  best  suit  the  teacher's  purpose,  may 
be  very  profitably  devoted  to  this  subject,  and 
that  without  detriment  to  any  other ;  provided,  of 
course,  that  the  pupils  are  so  classified  that  the 
same  lesson  may  be  given  to  all  in  the  same  room, 
and  that  they  attend  two  sessions  of  school  each 
day. 


SECOND  YEAR  OK  GKADE. 

1. 
Brief  review  of  First  Grade  topics. 

This  will  be  necessary  only  when  the  grade 
work  begins  with  the  school  year. 

In  reviewing  "this"  and  "that,"  give  thor- 
ough drill  upon  the  use  of  these  words  with  "  sort " 
and  "  kind."  By  asking  for  the  use  of  these  words 
in  sentences,  the  following  answers  will  be  obtained : 

Shall  I  buy  these  kind  of  pencils  ? 

I  do  not  like  those  sort  of  apples. 

Even  "them  kind  "  is  not  infrequently  heard. 

In  this  connection  present  such  subjects  as  the 
following,  and  require  the  children  to  complete  the 
sentences  : 

One  of  those  boys- 
Each  of  these  books— 


SECOND    YEAR    OR    GRADE.  23 

Every  one  of  the  girls — 

Not  one  of  us — 

Neither  of  the  horses- 
Hither  of  my  kittens — ,  etc. 

The  use  of  the  plural  noun  in  the  phrase  leads 
to  the  wrong  use  of  the  plural  form  of  the  verb 
and  pronoun. 

A  list  of  such  subjects  may  remain  upon  the 
blackboard  for  daily  use  for  a  few  weeks. 

This  topic  may  be  given  later  in  the  grade  if 
the  teacher  prefers,  and  it  should  be  carefully  fol- 
lowed up  in  Third  and  Fourth  Grades. 

2. 

The  use  of  the  different  forms  of  irregular 
verbs. 

No  part  of  the  English  language  is  more  fruit- 
ful in  errors  than  the  irregular  verbs,  and  no  exer- 
cise in  language  can  be  made  more  interesting  to 
children  than  learning  their  correct  use,  which  to 
very  many  of  them  will  be  something  entirely  new. 

Such  verbs  should  be  chosen  for  the  first  les- 
sons as  may  present  actions  for  the  children  to  see 
during  the  recitation. 

The  following  lesson  will  be  suggestive  to  the 
teacher.  Take  the  verb  break  for  the  first  lesson. 

The  teacher  holds  to  view  a  stick  of  convenient 
length. 

If  I  want  to  make  two  pieces  of  this  stick, 
what  shall  I  do  ?  Break  it. 

Kequire  this  and  all  other  answers  to  be  com- 
plete sentences.  Let  the  sentence  be  repeated  sev- 


24  INSTRUCTION  IN  ENGLISH. 

eral  times,  and  break  be  spelled  singly  and  in  con- 
cert 

The  teacher  breaks  the  stick. 

What  did  I  do  ?    Broke  it. 

Tell  me  so.    You  broke  the  stick. 

Spelling  as  before. 

The  teacher  holds  the  two  pieces  to  view. 

What  have  I  done  with  this  stick  ? 
Broke  it. 

Tell  me  so.    You  have  broke  that  stick. 

That  does  not  sound  right. 

Hands  will  be  raised  for  correction,  and  the 
right  word  will  be  given  in  the  sentence. 

All  repeat  the  sentence  together,  spelling  as  be- 
fore. 

The  pupils  repeat  'break,  broke,  broken,  very 
distinctly  after  the  teacher,  and  spell  the  words 
again. 

Then  obtain  a  variety  of  answers  to  each  of  these 
or  similar  questions. 

How  many  ever  broke  anything,  and 
when? 

How  many  have  ever  broken  anything  ? 

What  had  I  done  to  this  stick  when  I 
showed  two  pieces  ?  and  other  questions,  secur- 
ing the  answers  has  broken,  is  broken,  was  broken, 
etc.,  each  in  a  complete  sentence. 

The  teacher  may  now  call  rapidly  for  each  form 
in  sentences  given  by  the  children,  all  being  ready 
to  correct  errors,  which  will  be  numerous. 

This  will  be  sufficient  for  a  half -hour's  lesson. 

Present  other  words  in  similar  manner,  each 


SECOND    YEAR   OR   GRADE.  25 

day  reviewing  words  previously  given,  until  all  the 
verbs  in  the  list  can  be  used  with  precision.  Ee- 
quire  every  form  of  every  verb  to  be  spelled  when 
given,  so  long  as  there  is  any  doubt  about  its  being 
spelled  correctly. 

This  will,  of  course,  occupy  a  long  time,  as  one 
new  verb  each  day  is  certainly  all  that  any  teacher 
should  undertake.  To  furnish  variety,  the  topics 
of  the  First  Grade  are  at  hand.  Of  this  more  will 
be  said  farther  on. 

Topic  6,  in  First  Grade,  may  be  greatly  extended 
in  this  connection  by  simply  asking  "  how  ?  "  when 
the  sentences  are  given.  As  : 

Use  some  form  of  eat  with  yesterday. 

I  ate  my  dinner  yesterday. 

How? 

I  ate  my  dinner  slowly  yesterday. 

Any  special  words  called  for  in  the  sentence 
should  be  spelled. 

By  requiring  a  different  adverb  with  each  suc- 
ceeding verb  given  in  a  recitation,  or  many  differ- 
ent adverbs  with  the  same  verb,  the  vocabulary  of 
the  children  will  be  extended  and  their  facility  of 
expression  greatly  increased. 

As  the  children  get  used  to  the  recitation  and 
to  the  requirements  of  the  teacher,  the  questions 
may  be  very  brief,  simply  to  suggest  the  idea  to  the 
child. 

Suppose  a  portion  of  the  recitation  to  be  upon 
the  verb  "  to  sit."  The  following  suggestions  from 
the  teacher  will  secure  complete  sentences  from  the 
children. 


INSTRUCTION  IN  ENGLISH. 


Use  a  different  word  to  tell  how  with  each 
sentence.  Use  some  form  of  "  sit  "  with  yes- 
terday —  to-morrow  —  have  —  is  —  was  —  will  be 
—  last  night  —  next  week  —  had  —  has  —  had 
been,  etc. 

Thus  a  great  variety  of  answers  will  be  secured, 
together  with  almost  absolute  correctness  in  the  use 
of  the  verb. 

When  we  consider  the  comparatively  small  num- 
ber of  the  irregular  verbs,  and  also  the  fact  that 
they  are  used  many  times  more  than  all  others  com- 
bined, the  importance  of  thoroughness  in  this  topic 
can  not  be  overestimated. 

Appended  is  a  list  of  verbs  to  be  presented. 
The  teacher  will  choose  the  verbs  as  she  wishes  to 
present  them  : 


break 

do 

hang          ride 

sing 

bite 

drive 

hide            rise 

sleep 

bring 

eat 

hold           run 

speak 

begin 

fly 

hurt           ring 

slide 

blow 

forget 

hear            stand 

steal 

buy 

feed 

keep           shake 

take 

come 

freeze 

know          see 

tear 

,catch 

fall 

leave           strike 

think 

choose 

find 

lose             say 

throw 

cut 

give 

lie  (recline)  sit 

teach 

drink 

go 

make          sell 

write 

draw 

grow 

read            send 

wear. 

The  above  list  will  require  long  and  patient 
•drill,  extending  over  many  weeks. 


SECOND    YEAR   OR   GRADE.  27 

3. 

Use  of  the  nominative  forms  of  the  per~ 
sonal  pronouns  after  "is"  and  "was." 

A  child  stands,  and  the  teacher  asks  : 

Who  is  standing  ? 

I  am  standing.  (Require  /  to  be  empha- 
sized.) 

Who  is  it  that  is  standing  ? 

It  is  me  that  is  standing,  will  undoubtedly 
be  the  answer. 

By  repeating  the  first  question,  the  correct  an- 
swer will  be  obtained  without  much  difficulty  ;  and 
each  correct  sentence  should  be  repeated  many 
times  to  accustom  the  children  to  the  strange  com- 
bination of  words. 

The  following  sentences  will  be  obtained  by 
tact  and  skillful  questioning  in  regard  to  actions 
observed  by  the  pupils  : 

It  is  I  that  am  standing. 

It  was  he  that  opened  the  door. 

It  is  he  and  I  that  are  lifting  the  chair. 

It  was  she  that  was  walking. 

It  is  we  that  are  reciting. 

It  is  he,  she,  and  I  that  are  looking  out  of 
the  window. 

It  was  they  who  were  whispering. 

It  is  you  who  are  hearing  our  lesson. 

It  was  you  who  were  writing  on  the 
board,  etc. 

The  questions  should  be  so  varied  as  to  secure 
the  use  of  the  required  words  both  in  questions 


28  INSTRUCTION  IN  ENGLISH. 

and  in  statements.     The  answers  should  be  given 
either  with  or  without  the  relative  clause. 

4. 

Use  of  the  objective  forms  of  personal  pro- 
nouns after  transitive  verbs  and  prepositions. 

The  errors  occur  only  when  the  pronoun  is  used 
in  combination  with  a  noun  or  with  another  pronoun. 

No  child  would  say,  The  teacher  told  I  to 
go ;  but  nearly  every  one  would  say,  The  teacher 
told  Mary  and  I  to  go. 

Even  among  teachers,  not  one  in  ten  uses  pro- 
nouns correctly  when  the  objective  form  is  required 
in  combination  with  other  objects.  Such  sentences 
as  these  are  the  rule  : 

The  letter  was  sent  to  James  and  I. 

Can  you  not  teach  him  and  I  to  do  it  ? 

And  with  children  even  these  : 

You  didn't  tell  it  to  he  and  I. 

I  told  he  and  she  to  go. 

To  secure  the  desired  result  will  be  found  very 
difficult,  and  it  can  be  done  only  by  means  of  great 
practice. 

The  plan  of  proceeding  will  be  suggested  by 
Topic  7  in  First  Grade,  and  need  not  be  detailed  at 
length.  One  suggestion  will  be  sufficient. 

To  whom  am  I  speaking  ? 

You  are  speaking  to  me. 

To  whom  am  I  speaking  now? 

You  are  speaking  to  Bessie. 

Give  me  both  answers  together. 

After  getting  the  correct  answer,  require  the 


SECOND    YEAR   OR    GRADE.  29 

sentence    to    be    given  without  using  the   word 
"Bessie,"  and  thus  secure, 

You  are  speaking  to  her  and  me. 

5. 
Formation  of  the  possessive  singular. 

The  almost  inevitable  use  of  the  noun  in  the 
possessive  singular,  in  the  sentences  of  the  children, 
renders  it  necessary  that  they  should  early  learn  to 
write  it  correctly. 

Without  giving  any  rule,  call  for  the  spelling 
of  such  expressions  as,  John's  hat,  the  boy's  book, 
etc.,  depending  simply  on  the  practice  to  produce 
the  result.  Then  require  the  same  expressions  to 
be  written  on  the  slates,  and  used  in  sentences. 

Use  only  singular  nouns  in  connection  with  the 
names  of  the  objects  possessed. 

6. 

Use  and  orthography  of  the  following  words 
in  addition  to  a  thorough  revieiv  of  those  in 
Topic  9  of  First  Grade. 

aunt    ant  knew    new 

ate    eight  lain    lane 

bare    bear  lead    led 

blew    blue  made    maid 

brake    break  pair    pare    pear 

buy    by  pail    pale 

coarse     course  pain    pane 

fore    four  pray    prey 

flour    flower  ring    wring 

grate    great  road    rode    rowed 


80  INSTRUCTION  IN  ENGLISH. 

rose    rows  steal    steel 

sail    sale  tail    tale 

sea    see  threw     through 

sent    cent  whole    hole 

some    sum  won     one 

stair    stare  ware    wear 

The  use  of  these  words,  together  with  those  in 
First  Grade,  should  form  a  part  of  the  exercises 
throughout  the  entire  time  in  the  grade.  Children 
will  be  specially  interested  in  discriminating  in 
their  use,  and  a  variety  of  interesting  ways  to  pre- 
sent them  will  occur  to  any  intelligent  teacher. 
Two  or  three  only  will  be  suggested. 

a.  Each  word  may  be  printed  or  written  upon  a 
card  or  slip  of  paper  so  plainly  as  to  be  seen  by  all 
the  pupils  in  the  room.     Then,  as  the  teacher  pre- 
sents a  card,  each  child  in  turn  forms  a  sentence 
containing  the  word  seen.     The  teacher  can  thus 
remain  quiet  and  the  children  do  the  talking. 

b.  The  teacher  may  present  a  card,  and  the  pupil 
use  and  spell  the  other  word  having  the  same  sound. 

c.  The  teacher  may  speak  a  word,  and  the  pupil 
use,  in  one  sentence,   all  words  having  the  same 
sound,  and  then  spell  the  words  in  order  of  use. 

These  exercises,   if    rightly   presented,   always 
arouse  genuine  enthusiasm  among  pupils. 

7. 

Use  of  adjectives  in  the  comparative  and 
superlative  degrees. 

Two  sticks  of  unequal  length  are  given  to  two 
children  who  stand  before  the  class. 


SECOND    YEAR    OR    GRADE.  31 

Who  can  see  any  difference  in  the  sticks  ? 

One  is  longer  than  the  other. 

Which  stick  has  James  ?  * 

James  has  the  longest  stick,  will  be  the 
answer.  By  repeating  the  former  question  and., 
securing  emphasis  upon  the  word  longer,  the  cor- 
rect answer,  James  has  the  longer  stick,  will 
be  obtained. 

Follow  this  with  the  opposite  quality. 

Then  present  three  or  more  sticks,  and  the 
children  will  soon  see  the  distinction  in  the  uses  of 
longer  and  longest. 

Two  pupils  of  unequal  height  will  secure  the 
use  of  taller  and  shorter,  heavier  and  lighter,  etc. 

Two  books  will  secure  the  words^  longer  and 
shorter,  wider  and  narrower,  thicker  and  thinner, 
cleaner  and  dirtier,  etc. 

The  attention  of  children  is  easily  held  in  this 
exercise,  as  they  must  in  every  case  observe  the  ob- 
jects in  order  to  speak  of  their  qualities. 

8. 
Pronunciation  of  words. 

The  children  should  be  able  to  tell  readily  the 
number  of  syllables  in  a  word,  and  they  should 
know  the  meaning  of  the  teacher  when  she  says  a 
certain  syllable  is  accented.  Aside  from  practice 
in  reading  and  in  other  lessons,  prepared  lists  of 
words  should  be  at  hand,  so  that  at  least  one  exer- 
cise a  day  may  be  had  in  pronunciation. 

The  list  of  words  for  one  day's  exercise  should 
not  contain  more  than  five.  They  should  be  so 


INSTRUCTION  IN  ENGLISH. 


placed  as  to  be  easily  seen  by  all.  An  exercise  may 
be  conducted  as  follows  : 

The  teacher  pronounces  each  word  very  dis- 
tinctly, and  the  pupils  repeat  it  after  her,  in  con- 
cert, two  or  three  times  through  the  list.  Then 
the  pupils  may  pronounce  them  without  the  aid  of 
the  teacher.  Then  they  may  be  pronounced  by 
individual  pupils,  and  used  in  sentences.  Lastly, 
a  few  preceding  lessons  may  be  pronounced  by  the 
class  in  concert. 

The  whole  exercise  need  not  exceed  five  min- 
utes. 

Five  words  each  day  will  make  one  hundred  in 
a  month.  All  the  words  in  this  grade  about  which 
there  is  any  difficulty  in  pronunciation  will  not  ex- 
ceed two  or  three  hundred,  so  that  the  practice  on 
them  during  the  year  may  be  almost  unlimited. 

See  Note  B,  at  the  end  of  the  book. 

9. 

In  addition  to  Topic  10  of  First  Grade,  teach 
the  children  to  avoid  the  use  of  the  following  : 

Learn  for  teach,    • 

Don't  for  doesn't, 

As  lives  for  as  lief, 

Good  ways  or  long  ways  for  long  way, 

Off  of,  off  from,  or  onto. 

Proper  use  of  shall  instead  of  will  in  such  ques- 
tions as : 

Will  I  bring  my  slate  when  the  work  is 
done? 

Will  we  go  home  at  three  o'clock. 


SECOND    YEAR   OR    GRADE.  33 

Use  of  may  instead  of  can  in  asking  permission, 
as  : 

My  head  aches  ;  can  I  go  home  ? 

Can  we  bring  our  dolls  to  school  to-mor- 
row? 

10 

In  addition  to  what  is  required  in  Topic  15  in 
First  Grade,  the  children  should  be  able  to  write 
the  situation  of  the  school,  the  names  of  the  streets 
in  the  vicinity,  any  given  date,  as  July  15,  1880, 
the  names  of  days  and  months  and  their  abbrevia- 
tions, and  such  contractions  and  abbreviations  as 
occur  in  the  reader. 

11. 

Capitals  and  punctuation. 

The  use  of  capitals  extended  from  First  Grade 
only  to  include  names  of  days  and  months. 

In  punctuation,  add  the  use  of  the  comma  in  a 
series  of  words,  and  to  follow  a  name  denoting  ad- 
dress. 

The  sentences  required  in  writing  will  involve 
points  of  instruction  presented  in  this  and  the  pre- 
ceding grade. 

The  work  of  the  First  Grade  may  be  all  thor- 
oughly reviewed  and  kept  fresh  in  the  minds  of  the 
children  by  constantly  combining  in  the  sentences 
required  different  points  of  First  Grade  topics.  In 
fact,  this  sort  of  review  should  be  kept  up  all 
through  the  course,  and  it  may  be,  without  at  all 
impairing  the  force  of  the  instruction  in  hand. 


84  INSTRUCTION  IN  ENGLISH. 

12. 
Same  as  Topic  13  of  First  Grade. 

13. 
Sight  Heading. 

In  order  to  promote  connected  expression  of 
thought,  extend  Topic  11  of  First  Grade,  adding 
oral  description  of  pictures.  If  facilities  for  the 
intelligent  teaching  of  reading  are  ever  furnished, 
means  will  be  at  hand  to  greatly  aid  in  developing 
this  topic.  But  earnest  teachers  will  invent  means. 
Suppose  an  exercise  in  sight  reading.  Let  each 
pupil  face  his  classmates,  read  a  portion  of  some 
interesting  story  or  description,  then  close  the  book 
and  give  an  outline  of  what  he  has  read,  or  of  the 
story  from  the  beginning.  The  intelligence  and 
clearness  in  expression  of  children  who  have  been 
well  trained  in  such  exercises  would  be  a  revelation 
to  the  ordinary  hum-drum  teacher.  Such  exercises 
are  impossible  with  reading  books  which  the  chil- 
dren know  by  heart. 

These  exercises  in  sight  reading  should  occur  as 
often  as  once  each  week  ;  twice  will  be  better.  The 
children  will  then  have  sufficient  time  to  become 
heartily  sick  of  their  text-book  in  reading.  Every 
sight  exercise  in  reading  should,  to  some  extent,  be 
a  language  lesson. 

The  value  of  this  sort  of  training,  in  leading  to 
topic  recitation,  is  very  great. 

See  Note  E,  at  the  end  of  the  book. 


SECOND    YEAR   OR    GRADE.  35 

14. 
Abbreviations. 

Meaning  and  use  of  ct.,  cts.,  doz.,  and  those  in 
First  Grade.  Also  abbreviations  of  the  names  of 
days  and  months. 

15. 

Written  exercises. 

The  written  exercises  should  be  mainly  in  the 
construction  of  such  sentences  as  are  called  for  by 
the  different  topics. 

The  following  points  may  be  suggestive  to  those 
new  to  the  work  : 

a.  One  or  more  of  the  requirements  in  First 
Grade  topics  may  be  combined  with  one  in  this 
grade. 

b.  Two  parts  of  the  same  verb  may  ba  asked  for 
in  one  sentence.     As  : 

The  cat  is  lying  where  she  lay  last  night. 

c.  One  part  of  one  verb  and  another  of  a  differ- 
ent verb  in  one  sentence.     As  : 

Use  "sat"  and  "had  begun"  in  one  sen- 
tence. 

d.  A  certain  form  of  a  verb  with  two  words 
telling  how. 

e.  Sentences  containing  special  words  may  be 
constructed  by  the  pupil  or  written  from  dictation. 

/.  Sentences  like  the  following  may  be  written 
upon  the  board  and  the  pupils  required  to  re-write 
them,  using  more  than  one  throughout : 

The  man  that  is  riding  in  that  buggy  has 
a  horse  that  has  a  lame  foot. 


36  INSTRUCTION  IN  ENGLISH. 

g.  Sentences  may  be  written  upon  the  board 
containing  blanks  which  are  to  be  filled  with  ad- 
verbs, or  with  certain  forms  of  verbs.  The  chil- 
dren copy  them,  filling  the  blanks. 

h.  Very  short,  simple  stories  may  be  written 
upon  the  board,  and,  after  the  children  have  read 
them  two  or  three  times,  they  may  write  them  on 
their  slates,  the  stories  on  the  board  having  been 
erased. 

i.  Very  simple  stories  may  be  read  to  the  chil- 
dren by  one  of  their  own  number,  and  then  repro- 
duced upon  their  slates.  Some  of  these  reproduc- 
tions should  always  be  read. 

These,  and  other  plans  which  will  occur  to  the 
teacher,  wi]l  furnish  work  of  sufficient  difficulty 
for  written  exercises. 

Care  should  be  taken  that  the  questions  are 
plainly  stated,  and  sufficient  time  given  that  all 
writing  may  be  very  neatly  and  carefully  done. 


The  time  given  to  English  in  this  grade  should 
be  about  one  hour  a  day,  under  the  same  conditions 
as  mentioned  for  First  Grade.  Since  the  children, 
if  properly  taught,  can  write  readily  on  entering 
the  grade,  the  time  should  be  about  equally  divided 
between  oral  and  written  exercises,  and  each  given 
every  day. 


THIRD    YEAR    OR    GRADE.  37 

THIRD  YEAR  OR  GRADE. 

1. 

Use  of  the  following  terms  without  defini- 
tions: Noun — common,  proper,  singular,  plu- 
ral, and  possessive. 

It  is  easier  to  use  them  than  not,  and,  after  a 
little  explanation,  the  children  will  soon  become 
familiar  with,  and  use  them  correctly.  It  is  not 
necessary  to  make  any  parade  about  the  matter, 
but  use  the  terms  as  occasion  requires. 

2. 

Rapidly  review  Topics  1  and  2  of  Second 
Grade,  and  add  the  use  of  the  following  verbs  : 

beat  hit  shoe  strive 

bind  kneel  shoot  swear 

bleed  lay  show  swim 

build  lead  shrink  swing 

burst  lend  sink  tell 

dig  meet  slay  weep 

feel  pay  spring  wet 

fight  send  stay  win 

forsake        set  stick  wind 

grind  shine  string  wring 

Teach  the  orthography  of  each  form  of   the 

verbs. 

3. 
Use  of  adjectives  after  the  verbs  look,  seem, 

appear,  feel,  taste,  and  smell. 

The  country  looks  beautiful — not  beauti- 
fully. 


38  INSTRUCTION  IN  ENGLISH. 

The  apple  tastes  delicious  —  not  deli- 
ciously. 

The  rose  smells  sweet — not  sweetly. 

I  feel  bad  this  morning— not  badly  (if  lad 

can  be  used  for  ill). 

The  correctness  of  the  teacher's  instruction  in 
this  topic  will  very  likely  be  questioned  by  parents, 
and  the  inevitable  question  is,  "  Doesn't  pleasantly 
tell  how  it  looks?" 

By  a  judicious  selection  of  other  adjectives,  the 
expressions  indicated  may  easily  be  shown  to  be  cor- 
rect. 

Nobody  would  question  the  following  : 

The  grass  looks  green— withered—dry, 
etc. 

You  look  sick— pale— troubled,  etc. 

The  fruit  tastes  sour — rotten— ripe,  etc. 

4. 

Use  of  the  different  forms  of  "wlio"  in 
questions. 

Who  did  you  see  ?  Who  did  you  go  with  ?  and 
similar  expressions,  are  used  fifty  times  of tener  than 
the  correct  ones. 

Make  the  practice  as  great  as  possible  until  the 
difference  in  the  use  of  who  and  of  whom  is  thor- 
oughly understood.  By  making  such  statements 
as  the  following,  and  by  permitting  the  children  to 
make  to  each  other  similar  statements,  the  desired 
sentences  will  be  readily  secured. 

I  met  somebody  on  the  street. 

Whom  did  you  meet  ? 


THIRD    YEAR    OR    GRADE.  89 

I  gave  the  apple  to  somebody. 

To  whom  did  you  give  it  ? 

They  came  with  somebody. 

Henry  struck  somebody. 

Mary  received  a  present  from  somebody, 
etc. 

Then  ask  for  the  use  of  who  or  whom  in  ques- 
tions, oral  and  written. 

Then  the  children  may  give  incorrect  sentences 
for  correction. 

5. 

Use  of  "  who "  to  refer  to  persons,  of 
66 which99  to  refer  to  irrational  animals  and 
things  without  life,  and  of  "that"  to  refer  to 
any  of  the  three. 

As  in  the  preceding  topic,  obtain  the  required 
sentences  by  means  of  questions  or  statements. 

Shall  I  say,  The  man  which  went  away  has 
returned  ? 

The  man  who  went  away,  or,  that  went 
away,  has  returned. 

The  dog  whom  I  saw  is  lame  ? 

The  dog  which  I  saw,  or,  that  I  saw,  is  lame. 

The  horse  who  is  at  the  door  ? 

The  horse  which  is  at  the  door,  or,  that 
is  at  the  door,  etc. 

The  answers  as  given  above  will  show  that  either 
of  two  words  may  be  used  for  each  antecedent. 


40  INSTRUCTION  IN  ENGLISH. 

6. 
Distinction  between  vowels  and  consonants. 

As  preparatory  to  the  use  of  the  dictionary,  the 
children  should  be  able  to  tell  which  letters  are 
vowels  and  which  consonants,  omitting  words  con- 
taining w  and  y.  They  should  be  able  to  give  the 
long  and  the  short  sounds  of  vowels,  and  to  dis- 
tinguish these  sounds  when  pronounced  in  words. 

They  should  be  taught  to  tell  quickly  the  num- 
ber of  syllables  in  a  word,  which  syllable  is  ac- 
cented, and  to  change  the  accent  from  one  syllable 
to  another  at  the  direction  of  the  teacher. 

7. 

Use  and  orthography  of  the  following 
words,  together  with  a  thorough  review  of 
similar  words  in  preceding  grades. 

ail    ale  him    hymn 

aught    ought  idle    idol 

bald     bawled  leaf    lief 

ball    bawl  need    knead 

berry    bury  pain    pane 

bough    bow  peace    piece 

choir    quire  praise    prays 

fair    fare  presence     presents 

forth    fourth  pride    pried 

gait    gate  pries    prize 

groan    grown  prince    prints 

hall    haul  rain     rein    reign 

hair    hare  rap     wrap 

heal    heel  seen    scene 


THIRD    YEAR    OR    GRADE.  41 

scent    sent    cent  told    tolled 

sees    seize    seas  wade    weighed 

sense    cents  wait     weight 

sell    cell  way    weigh 

stake     steak  weak    week 

throne     thrown  wrote     rote 

Use    the    same    devices  suggested   in    Second 
Grade,  and  others  which  will  suggest  themselves. 


Same  as  Topic  8  of  Second  Grade,  together 
ivitJi  occasional  application  of  Topic  6  of  this 
Grade, 

This  sort  of  exercise  should  be  given  every  day 
throughout  the  grade  work. 
See  Note  B. 

9. 

Teach  the  children  to  avoid  the  use  of : 

Don't  for  doesn't. 

Like  for  as.  You  do  your  work' like  I  do 
mine. 

Funny  for  queer  or  strange.  That  is  a 
funny  looking  house. 

Cute,  and  the  double  abomination,  real  cute. 
Cute  is  an  abbreviation  of  acute. 

Some  for  somewhat.  My  father  is  some 
better  than  he  was  yesterday. 

Less  for  fewer.  Henry  has  made  less  mis- 
takes than  Howard. 

Banister  for  balustrade.     See  definition. 

Cupalo  for  cupola. 

Review  similar  topics  in  preceding  grades. 


42  INSTRUCTION  IN  ENGLISH. 


10. 

Rule  for  the  possessive  singular  and  plu- 
ral of  nouns,  and  application  of  the  same. 

Teach  the  rule  in  three  parts,  as  follows  : 

The  possessive  of  singular  nouns  is  formed  by 
adding  the  apostrophe  and  s. 

The  possessive  of  plural  nouns  ending  in  s  is 
formed  by  adding  the  apostrophe. 

The  possessive  of  plural  nouns  not  ending  in  s 
is  formed  by  adding  the  apostrophe  and  s. 

The  learning  of  the  rule  will  amount  to  nothing 
without  great  practice  in  its  application.  It  can 
be  very  fairly  understood  and  applied  by  children 
usually  found  in  Third  Grade. 

The  use  should  be  limited  to  a  single  possessive 
in  one  sentence. 

11. 

Same  as  Topic  13  of  First  Grade. 

12. 
Abbreviations* 

Oapt.,  Col.,  Gen.,  Esq.,  M.  (noon),  P.  M.  (af- 
ternoon), A.  M.  (before  noon),  Kev.,  P.  S.  (post- 
script), P.  0. 

The  names  of  such  denominate  numbers  as 
occur  in  the  grade. 

Be  sure  that  pupils  can  use  these  abbreviations. 


THIRD    YEAR    OR   GRADE.  43 


13. 

Oral  and  written  repetition  of  stories,  in- 
cidents, and  descriptions  heard  or  read,  and 
description  of  pictures. 

The  written  productions  should  be  very  brief  at 
first.  However  well  the  children  may  produce  or 
reproduce  orally,  the  first  efforts  in  written  compo- 
sition will  be  yery  disappointing  to  the  teacher; 
but  the  thorough  oral  training  that  they  have  had, 
together  with  the  correct  forming  of  single  written 
sentences,  will  enable  them  to  make  rapid  progress 
in  extended  composition. 

This  part  of  the  Third  Grade  work  should  be 
begun  at  once,  and  continued  throughout  the 
grade.  Written  exercises,  .as  indicated  in  this 
and  in  the  following  topic,  should  occur  certain- 
ly twice,  and,  if  possible,  three  times,  each 
week,  as  it  is  only  by  means  of  careful  and 
continued  practice  that  the  desired  results  can  be 
secured. 

The  plans  suggested  in  Topic  15,  Second  Grade 
(h  and  i),  should  be  extended  as  the  age  of  the 
children  will  bear.  The  stories  and  incidents  may 
be  read  one  day  and  reproduced  the  next. 

The  written  description  of  a  picture  may  follow 
an  oral  description  given  the  day  before. 

For  the  greater  part  this  work  will,  of  necessity, 
be  done  with  slate  and  pencil,  and  it  can  receive 
only  the  general  attention  of  the  teacher.  While 
they  are  writing  she  should  pass  around  among  the 
children,  directing,  commending,  and  criticising. 


44  INSTRUCTION  IN  ENGLISH. 

When  finished,  several  of  the  compositions  should 
be  read  by  the  pupils. 

Once  each  week  the  exercise  may  be  written 
upon  paper,  and  the  errors  marked  by  the  teacher. 
These  exercises,  when  returned,  should  be  re-writ- 
ten, and  the  errors  noted  and  avoided.  In  select- 
ing those  to  be  read  to  the  school,  care  should  be 
exercised,  so  that  the  poor  writers  may  not  feel 
discouraged. 

14. 

Letler-ivriting. 

This  subject  may  be,  and  should  be,  taught  to 
children  at  a  very  early  age.  Begin  it  in  this 
grade,  but  do  not  overdo  the  matter.  A  little 
child's  letter  is,  of  course,  a  very  simple  affair  ;  but 
it  may  be  correct  in  form,  and  the  sentences  cor- 
rectly arranged. 

As  an  incentive,  allow  each  to  send  the  first 
creditable  letter  to  father  or  mother  through  the 
mail,  with  some  commendation  of  the  teacher. 


The  time  devoted  to  English  in  this  grade  will 
depend,  of  course,  somewhat  upon  the  course  of 
study,  but  it  should  not  be  less  than  forty-five 
minutes  each  day  for  an  entire  division  of  pupils. 


FOURTH  YEAR    OR    GRADE.  45 

FOURTH  YEAR  OK  GRADE. 

1. 

Use  of  the  terms  verb,  pronoun,  present >, 
past9  future,  and  perfect,  as  applied  to  verbs. 

It  should  be  understood  that  perfect  has  refer- 
ence to  the  use  of  have,  has,  or  had  with  the  verb. 

As  in  Third  Grade,  none  of  the  terms  are  to  be 
denned.  Their  use  will  soon  become  familiar  to 
the  children,  and  out  of  this  use  the  definitions 
will  come  naturally. 

2. 

A  limited  use  of  quotation-marks,  omitting 
divided  or  broken  quotations. 

This  will  necessitate  the  further  use  of  the 
comma. 

Add  the  use  of  the  exclamation  point. 

3. 
Hules  for  the  use  of  capital  letters. 

From  the  practice  already  attained  the  children 
will  make  rules  for  most  cases. 

In  this,  as  in  other  branches,  rules  should  fol- 
low and  grow  out  of  practice. 


Hules  for  forming  the  plural  of  nouns. 

The  regular  plural  of  nouns  is  formed  by  add- 
l  s  or  es. 
Give  special  rule  for  nouns  ending  in  y. 


46  INSTRUCTION  IN  ENGLISH. 

Practice  upon  forming  the  plurals  of  lists  of 
nouns  ending  in  o  and  in/  or/0. 

It  is  safe  to  say  that  nouns.ending  in  o  preceded 
by  a  vowel  form  the  plural  by  adding  s ;  but  no 
rule  applies  to  the  other  nouns  ending  in  o,  nor  to 
those  ending  in  /  and  fe. 

Practice  also  in  forming  the  possessive  singular 
and  plural  of  these  nouns,  and  using  the  same  in 

sentences. 

5. 

Review  of  topics  in  Second  and  Third 
Grades. 

Briefly  review  Topics  1,  2,  3,  4,  and  7  of  Second 
Grade,  and  Topics  2,  3,  4,  and  5  of  Third  Grade. 
Extend  Topic  6  to  include  w  and  y.  Give  thorough 
review  and  practice  in  Topic  10,  and  extend  the 
possessive  to  include  names  of  business  firms. 

6. 

Same  as  Topic  8  of  Third  Grade,  adding 
the  use  of  the  dictionary. 

The  children  should  be  able  to  find  words 
quickly,  and  to  determine  their  correct  pronuncia- 
tion as  readily  as  their  orthography  and  definitions. 
To  this  end  there  should  be  general  exercises  in 
finding  words,  and  explanations  from  the  teacher 
and  pupils  as  to  determining  pronunciation.  The 
marks  denoting  the  long  and  the  short  sounds 
of  the  vowels  should  be  learned,  together  with  the 
marks  for  Italian  and  broad  a.  Keference  to  the 
bottom  of  the  page  will  answer  for  the  other  dia- 
critical marks,  as  it  does  with  grown  people. 


FOURTH  YEAR   OR    GRADE. 


Quickness  in  finding  words  should  be  culti- 
vated and  commended. 

As  in  previous  grades,  a  special  exercise  in  pro- 
nunciation should  be  given  daily — even  if  only  for 
two  or  three  minutes. 

See  Note  B. 

7. 

Use  and  orthography  of  the  following  words 
in  addition  to  review  of  similar  topics  in  all 
preceding  grades. 


air    heir 
aisle    isle 
altar    alter 
all    awl 
aloud    allowed 
beau    bow 
bell    belle 
been    bin 
better    bettor 
bread    bred 
dense    dents 
dew    due 
false    faults 
fir    fur 
flea,    flee 
grater    greater 
heard    herd 
higher    hire 
leaf    lief 


lie    lye 
might    mite 
oar    ore    o'er 
passed    past 
quarts     quartz 
read    reed 
scull    skull 
sew    so    sew 
seam    seem 
shone    shown 
side    sighed 
sighs    size 
slay    sleigh 
sole     soul 
tacks    tax 
toe    tow 
vain    vane    vein 
vale    veil    vail 
waist    waste 


[VII  7.1 

. 


48  INSTRUCTION  IN  ENGLISH. 


Composition  and  letter-writing. 

The  suggestions  given  in  Second  and  Third 
Grades  should  be  followed,  and  the  practice  ex- 
tended. 

Compositions  of  some  kind,  or  letters,  should 
be  written  as  often  as  twice  each  week — once  upon 
slates  and  once  upon  paper,  the  latter  to  be  exam- 
ined and  corrected  by  the  teacher. 

Topic  recitation  may  be  introduced  into  this 
grade  with  great  success  in  connection  with  Geog- 
raphy. An  occasional  composition  upon  a  topic 
which  has  been  recited  and  well  discussed  will 
form  a  pleasant  exercise.  Descriptions  of  imagin- 
ary journeys  may  be  given  in  writing  after  oral  ex- 
ercises. 

Letters  may  be  written  from  cities  or  countries 
which  have  formed  the  subjects  of  recitations,  etc. 

At  the  end  of  the  Fourth  Grade,  pupils  should 
be  able  to  write  with  perfect  neatness  and  with 
approximate  correctness  any  simple  narrative  or 
description  in  well-arranged  sentences  and  para- 
graphs. 

They  should  also  be  able  to  write  and  direct  a 
letter,  correct  in  form  and  commendable  in  mat- 
ter. So  far  as  these  two  points  are  concerned, 
pupils  on  entering  the  Fifth  Grade  should  present 
more  creditable  productions  than  do  the  average 
graduates  of  Grammar  schools. 


FOURTH  YEAR    OR    GRADE.  49 

9. 

The  use  of  the  terms  subject  and  predicate 
in  very  simple  sentences ,  and  division  of  sen- 
tences into  the  same. 

The  lame  horse — walks  slowly. 

An  old  man— is  sitting  on  the  piazza. 

Declarative  or  interrogative  sentences  not  more 
difficult  than  the  foregoing. 

The  terms  suggested  are  not  to  be  defined,  but 
understood  in  use. 

10. 

Teach  the  correct  plurals  of  such  words  as  pail- 
ful, spoonful,  etc. 

The  use  of  in  and  into  with  verbs  indicating 
motion.  He  walked  into  the  room,  and  then 
walked  in  the  room. 

The  avoidance  of  plenty  for  plentiful.  Apples 
are  not  very  plenty  this  year. 

Of  but  what  for  but  that.  I  don't  know  but 
what  I  may  leave  school. 

Of  expect  for  suppose  or  suspect.  I  expect 
that  my  brother  has  left  the  city.  (Expect  a 
past  event.) 

Of  anybody  else's  for  anybody's  else. 

The  noun,  and  not  the  adjective,  is  in  the  pos- 
sessive case. 

Of  stopping  for  staying.  Our  friends  have 
been  stopping  at  the  hotel  for  a  week. 

Quantity  for  number.  Great  quantities  of 
cattle  are  raised  in  Texas. 

Practice  upon  the  correct  position  of  only  in 

5 


50  INSTRUCTION  IN  ENGLISH. 

sentences.     This  word  is  oftener  misplaced  than 
any  other  in  the  language. 

12. 
Abbreviations. 

Names  of  states  and  points  of  compass. 
U.  S.,  U.  S.  A.,  D.  C.,  A.  D.,  Amt.,  Aid., 
Mt.,  R.  R.,  Dr.  (debtor),  etc.,  &c. 
Names  of  denominate  numbers. 
Grammatical  terms  as  they  occur. 
Similar  topics  in  preceding  grades. 

13. 
Same  as  Topic  13  of  First  Grade. 

14. 

An  examination  in  this  grade  may  include  any 
topic  previously  given.  This  is  true  of  any  grade 
examination. 


FIFTH  YEAR  OR  GRADE. 

Although  definitions  and  rules  will  form  an 
important  part  of  the  study  of  language  from  the 
beginning  of  this  grade,  they  should,  as  far  as  pos- 
sible, be  made  incidental  to  the  study ;  that  is, 
they  should  grow  out  of  the  children's  practice. 
In  case  definitions  are  to  be  learned,  it  should  be 
after  they  have  been  explained  by  the  teacher  and 
their  application  shown,  in  order  that  they  may 
not  be  to  the  child  a  meaningless  jargon  of  words. 


FIFTH  YEAR   OR   GRADE.  61 

For  instance,  a  frequent  definition  for  common 
noun  is  :  A  common  noun  is  a  name  which  may 
be  applied  to  each  individual  of  a  class  of  ob- 
jects. 

Unless  such  a  definition  is  "torn  to  shreds" 
by  the  questions  of  the  teacher,  not  one  pupil  in 
ten  will  understand  it  when  it  is  learned.  If  it  is 
not  understood,  it  is  better  not  learned  at  all.  Of 
all  the  children  who  learn  to  rattle  off  the  fore- 
going definition,  how  many  can  define  the  words 
applied,  individual,  and  class,  as  used  in  it,  and 
illustrate  by  means  of  objects  ?  If  this  can  not  be 
done,  the  work  of  the  teacher  is  not  a  success. 

Let  the  following  definitions  le  intelligently 
taught. 

1. 

Definitions  of  subject  and  predicate. 

Distinction  between  general  or  modified,  and 
simple  or  unmodified,  subject  and  predicate. 

2. 

Analysis  of  sentences  within  the  following 
limits : 

The  sentences  to  be  simple,  declarative,  or  in* 
terrogative,  with  no  transposition  from  the  natural 
order  in  the  arrangement  of  elements. 

The  analysis  shall  consist  of  classifying  the  sen* 
tence,  naming  the  general  and  the  simple  subject, 
and  the  general  and  the  simple  predicate. 


62  INSTRUCTION  IN  ENGLISH. 


3. 

Definitions  of  noun,  common  and  proper 
noun,  person,  number,  and  gender,  and  of 
each  class  of  the  last  three. 

Without  definition  of  case  the  pupils  should 
construct  sentences  containing  nouns  in  the  nomi- 
native, the  possessive,  or  the  objective  case,  and 
explain  the  use  of  the  same.  They  should  also 
determine  the  case  of  nouns  in  any  plain  sentence 
given  them.  The  nouns  in  the  nominative  case 
should  be  confined  to  the  subjects  of  finite  verbs, 
in  the  possessive  case  they  should  exclude  apposi- 
tion, and  in  the  objective  they  should  very  closely 
follow  the  governing  word. 

No  rules  should  be  required,  and  the  applica- 
tion of  this  topic  should  be  within  the  limits  of 
the  sentences  analyzed. 


The  adjective. 

Definition  but  no  classification  of  adjectives, 
nor  definition  of  comparison. 

Comparison  should  be  practiced,  and  its  appli- 
cation shown  to  Topic  7  of  Second  Grade.  Then 
the  rule  for  the  use  of  the  comparative  and  super- 
lative will  follow  naturally. 

Only  those  constructions  should  be  given  or 
required  in  which  the  adjectives  precede  the  nouns 
to  which  they  belong. 

Confine  the  application  of  the  topic  to  the  class 
of  sentences  analyzed. 


FIFTH  YEAR   OR    GRADE.  53 

5. 
The  verb. 

Definition,  principal  parts,  and  classification 
into  regular  and  irregular,  transitive  and  intransi- 
tive, avoiding  verbs  in  passive  voice.  Definitions 
of  terms  used  in  classification. 

Confine  the  verbs  given  in  sentences  for  parsing 
to  the  indicative  mode,  then  each  of  the  six  tenses 
should  be  designated  but  not  defined. 

Agreement  of  the  verb  with  its  subject  in  per- 
son and  number,  and  the  reasons  for  correction  of 
such  false  syntax  as  violates  this  principle  of  gram- 
mar. 

6. 

The  preposition. 

Without  definition,  name  the  more  common 
prepositions  as  they  occur  in  sentences  analyzed, 
and  tell  the  relation  shown  by  them. 

7. 
The  pronoun. 

Definition  and  declension  of  personal  pronouns. 
Parsing  within  the  limits  of  the  parsing  of  nouns. 

Exclude  definition  of  declension  and  the  word 
"fkou." 

8. 

Use  of  dictionary,  and  pronunciation  of 
lists  of  words  as  in  previous  grades. 

Use  of  the  terms  root,  prefix,  and  suffix,  as  they 
may  be  applied  to  words  having  English  roots  only. 


INSTRUCTION  IN  ENGLISH. 


As  in  the  word  dishonestly.     What  is  the  root  ? 
The  prefix  ?    The  suffix  ? 

Practice  in  forming  words  from  English  roots, 
with  explanation  of  the  manner  in  which  it  is  ac- 
complished. Definitions  of  these  words; 

9. 

In  addition  to  review  of  similar  words  in 
preceding  grades,  present  the  following. 

assistance    assistants  gamble    gambol 

attendance    attendants  gap    gape 


base    bass 
beach    beech 
board    bored 
brews    bruise 
brows    browse 
cellar    seller 
chance    chants 
chews    choose 
colonel    kernel 
core    corps 
creak    creek 
cue     queue 
currant    current 
dam    damn 


grease    Greece 
grocer    grosser 
guessed    guest 
hew    hue 
hoard    horde 
hoes    hose 
hoop    whoop 
in     inn 
lessen    lesson 
levee    levy 
links    lynx 
loan    lone 
mail    male 
miner    minor 


dependence   dependents  mussed    must 

earn    urn  nay    neigh 

e'er    ere  night    knight 

ewe    yew    you  paced    paste 

fellow    felloe  pedal    peddle 

fisher    fissure  plain    plane 

flew    flue  pore    pour 


FIFTH  YEAR    OR    GRADE.  55 

residence    residents  soled    sold 

right  rite  write  wriglit  tense    tents 

roar    rower  tide    tied 
soar  sore  sower  sewer 

10. 
Composition-ivriting  as  in  Fourth  Grade. 

In  addition  to  writing  in  school,  the  pupils  may 
occasionally  choose  a  subject  and  write  upon  it  at 
home. 

A  subject,  with  topics,  should  be  assigned  sev- 
eral days  before  the  time  for  writing  upon  it  in 
school,  and  the  children  should  be  encouraged  and  di- 
rected how  to  investigate  and  think  about  it.  Pure- 
ly impromptu  composition  is  not  very  desirable. 

Topics  suggested  by  the  text-books,  especially 
Geography,  will  furnish  excellent  subjects  for  writ- 
ing, and,  when  rightly  handled,  will  broaden  the 
study  of  the  children,  and  take  it  out  of  text-book 
ruts. 

Descriptions  of  imaginary  journeys,  and  bio- 
graphical sketches  to  a  limited  extent,  will  be  very 
profitable. 

11. 

Letter-writing  and  business  forms. 

An  excellent  practice  will  be  to  tell  the  children 
two  or  three  days  beforehand  that  the  next  letter 
will  be  written  from  New  York,  Rome,  Paris,  or 
some  other  interesting  place.  They  will  seek  in- 
formation in  regard  to  the  subject  mentioned,  and 
thus  two  objects  will  be  promoted. 

Instruction  should  be  given  in  writing  letters 


56  INSTRUCTION  IN  ENGLISH. 

of  application  for  business  situations,  and  in  writ- 
ing answers  to  advertisements  regarding  such  situa- 
tions. 

Instruction  should  also  be  given  in  making  out 
bills  and  receipting  them,  and  in  writing  receipts 
for  money. 

12. 

Teach  pupils  to  avoid  the  use  of  balance  for  re- 
mainder. The  balance  of  the  evening  was 
devoted  to  amusement. 

To  use  correctly  the  word  clever.  It  should 
never  be  used  in  the  sense  of  good-natured. 

To  use  the  term  die  of  disease  instead  of  die 
with. 

To  use  between  when  referring  to  two,  and  among 
when  referring  to  more  than  two. 

To  avoid  the  use  of  any  for  at  all.  One  can 
not  see  any  with  his  eyes  closed. 

To  use  station  instead  of  depot  when  referring 
to  railroads. 

Use  of  shall  and  will,  and  of  may  and  can. 
(Give  no  rule.) 

Eeview  similar  topics  in  preceding  grades. 

13. 
Abbreviations. 

Acct.,  Hon.,  Gov.,  Pres.,  Co.,  Jr.  or  Jun.,  Sr. 
or  Sen.,  Maj.,  Lieut.,  M.  D.,  Messrs.,  Prof.,  Dea., 
Supt.,  U.  S.  K,  TJ.  S.  S. 

Similar  topics  in  preceding  grades. 


SIXTH  YEAR   OR   GRADE.  67 

14. 
General  Exercises. 

There  should  be  an  hour  set  apart  as  often  as 
once  each  week  for  the  reading  of  compositions  and 
selections,  and  for  recitations.  Selections  for  read- 
ing or  recitation  should  never  be  presented  without 
the  previous  approval  of  the  teacher. 

See  Note  C. 

15. 

The  various  topics  of  the  previous  grades 
must  be  kept  in  review. 


SIXTH  YEAE  OK  GKADE. 

1. 
Elementary  sounds. 

Classification  into  vocals,  subvocals,  and  aspi- 
rates. 

Analysis  of  simple  words  into  elementary 
sounds  and  classification  of  the  sounds,  with  rea- 
sons therefor. 

Definitions  of  terms  used. 

2. 
Letters. 

Classification  into  vowels  and  consonants. 

Make  clear  distinction  between  elementary 
sounds  with  their  classification,  and  letters  with 
their  classification. 

Diphthong  and  triphthong. 

Definitions  and  illustrations  of  terms  used. 


68  INSTRUCTION  IN  ENGLISH. 

3. 
Words. 

Classification  of  words  as  to  number  of  sylla- 
bles, simple  and  compound,  primitive  and  deriva- 
tive. 

Definitions  of  root,  prefix,  and  suffix. 

Practice  upon  forming  derivative  from  primi- 
tive words,  with  definitions  of  words  so  formed, 
and  their  roots,  in  order  to  show  the  changes  in 
meaning. 

Ask  for  definitions  of  short  lists  of  words 
formed  from  the  same  foreign  root,  as  :  dispose, 
suppose,  propose,  compose;  subscribe,  describe,  in- 
scribe, superscribe,  etc.  This  will  call  for  very 
keen  discrimination  on  the  part  of  the  pupils. 

It  will  not  be  profitable  in  this  class  of  words 
to  pay  much  attention  to  the  meaning  of  .the  sep- 
arate parts,  as  the  meaning  of  the  word  itself  will 
very  likely  not  conform  to  the  meaning  of  the 
parts.  Such  study  can  be  pursued  to  advantage 
only  when  the  foreign  language  is  fairly  under- 
stood. 

Definitions  of  all  terms  used. 

4. 
Parts  of  speech. 

Show  that  this  is  a  classification  of  words,  and 
how  it  is  made. 

Definition  of  part  of  speech  and  of  each  of  the 

classes. 


SIXTH  YEAR   OR    GRADE.  59 

5. 
The  Noun. 

Exclude  nouns  in  apposition,  nominative  abso- 
lute, nominative  independent,  and  nominative  by 
pleonasm. 

The  predicate  nominative  should  be  confined  to 
its  use  with  the  verb  be. 

Parsing  to  be  confined  to  sentences  analyzed. 

No  rules  are  to  be  required  in  parsing  in  this 
grade. 

6. 

The  personal  pronoun. 

The  same  limitations  in  construction  as  applied 
fco  nouns. 

In  the  definition  for  declension,  show  clearly 
what  is  meant.  Use  the  terms  "  vary  "  and  "de- 
cline "  as  interchangeable. 

Correction  with  reasons,  of  such  false  syntax  as 
comes  under  this  topic. 

Parsing  confined  to  sentences  analyzed. 

7. 
The  adjective. 

Classification  into  limiting  and  qualifying.  No 
classification  of  limiting  adjectives. 

Definition  and  manner  of  comparison.  Use  of 
the  adjective  with  the  verb  to  form  the  predicate, 
and  the  designation  of  such  as  "predicate  adjec- 
tive." 

Parsing  confined  to  sentences  analyzed. 


60  INSTRUCTION  IN  ENGLISH. 


The  verb. 

Confine  the  instruction  to  the  tenses  of  the  in- 
dicative and  potential  modes. 

Classification  into  regular  and  irregular,  transi- 
tive and  intransitive. 

Principal  parts,  voice,  modes  used,  and  tense. 

Definitions  of  all  terms  used. 

Apply  in  sentences  analyzed. 

9. 
The  adverb. 

Use,  classification,  and  comparison. 
Apply  in  sentences  analyzed. 

10. 
The  preposition. 

The  construction  of  those  in  common  use  as 
found  in  sentences  analyzed. 

11. 
The  conjunction. 

The  instruction  in  this  grade  would  better  be 
confined  to  the  co-ordinate  conjunctions  and,  but, 
or,  and  nor.  Teach  the  meaning  of  the  word  co- 
ordinate, and  show  why  it  is  applied.  Let  the 
words  mentioned  be  always  designated  "  co-ordi- 
nate conjunctions." 

Subordinate  connectives  are  difficult  to  under- 
stand. The  topic  should  not  be  undertaken  until 
the  different  classes  of  connectives  can  be  thorougly 
comprehended  and  easily  distinguished. 


SIXTH  YEAR    OR    GRADE.  61 

12. 
The  interjection. 

To  name  it  as  a  part  of  speech  is  all  that  should 
be  required. 

13. 

Analysis  and  synthesis  of  simple  sentences. 

The  analysis  should  consist  of  classifying  the 
sentence,  naming  subject  and  predicate,  and  nam- 
ing and  classifying  their  word  and  phrase  modi- 
fiers. Only  prepositional  phrases  should  be  used. 

Imperative  sentences  should  be  omitted. 

Provided  an  analysis  is  plain  and  comprehen- 
sive, its  chief  excellence  is  brevity. 

Nearly  all  grammarians  have  pet  terms,  and 
pet  forms,  for  analysis.  In  many  cases  these  are 
the  only  distinguishing  features  of  their  books. 
Some  have  rested  their  claim  to  distinction  only 
upon  that  most  superficial  of  all  grammatical  hum- 
bugs, the  diagram. 

A  teacher  who  has  common  sense  may  safely 
discard  all  these  peculiarities,  and  teach  a  plain, 
straightforward  analysis,  that  may  be  understood 
by  the  pupils  taught  in  any  other  school. 

Suppose  this  sentence  is  to  be  analyzed  : 

Any  boy  of  well-known  integrity  will  cer- 
tainly meet  no  great  trouble  in  obtaining 
employment. 

Simple,  declarative. 

Subject,  boy,  modified  by  the  adjective,  any, 
and  the  adjective  phrase,  of  well-known  integrity. 

Predicate,  will  meet,  modified  by  the  adverb, 

6 


62  INSTRUCTION  IN  ENGLISH. 

certainly,  the  object,  trouble,  and  the  adverbial 
phrase,  in  obtaining  employment.  Trouble  is  modi- 
fied by  the  adjectives  no  and  great. 

This  disposes  of  all  the  elements  and  shows 
their  relation  to  each  other.  Anything  further  is 
useless  verbiage,  unless  some  particular  construc- 
tion needs  attention. 

14. 

Corrections  of  false  syntax. 

Whenever  the  instruction  thus  far  given  war- 
ran  fcs  it,  reasons  should  be  given  for  corrections 
made.  The  sentences  for  correction  may  be  given 
by  the  teacher,  or  by  the  pupils  to  each  other. 

15. 

Use  of  dictionary,  pronunciation  and  use 
of  lists  of  words  as  indicated  in  preceding 
grades. 

16. 

Use  and  orthography  of  the  following 
words,  and  review  of  similar  words  in  pre- 
ceding grades. 

ascent    assent  crewel    cruel 

bad    bade  cymbal    symbol 

beer    bier  Dane    deign 

berth    birth  die    dye 

candid     candied  dire     dyer 

ceiling     sealing  done     dun 

cite     sight     site  dost     dust 

coat     cote  draft    draught 

council    counsel  dyeing    dying 

crews    cruise  ewes    use    yews 


SIXTH  YEAR    OR    GRADE. 


63 


feat    feet 
fined    find 
foul    fowl 
franc    frank 
frays    phrase 
gilt    guilt 
gored    gourd 
hail    hale 
holy    wholly 
innocence    innocents 
lade    laid 
lacks    lax 
leak    leek 
mantel    mantle 
medal    meddle 
meer    mere 
mews    muse 


might    mite 

moat    mote 

ode    owed 

paired    pared 

peal    peel 

plough    plow 

principal    principle 

rice    rise  (noun) 

rung    wrung 

rye    wry 

seer    sere 

stationary    stationery 

tare    tear 

throes    throws 

vary    very 

vial    vile    viol    phial 

vice    vise 


17. 

Topics  1O,  11,  and  12,  of  Fifth  Grade, 
should  be  practiced  and  extended. 

•  These  should  be  considered  topics  of  this  grade 
as  much  as  if  reprinted  in  full. 

Add  the  writing  of  promissory  notes,  and  give 
instruction  as  to  transferring  them.  Other  busi- 
ness forms  mentioned  in  Fifth  Grade  should  be 
kept  in  practice. 

See  Notes  C,  D,  and  E. 


18. 

Teach  pupils  to  avoid  the  use  of  if  for  whether. 
I  don't  know  if  he  has  finished  or  not. 


INSTRUCTION  IN  ENGLISH. 


To  avoid  the  absurd  use  of  nicely. 
How  are  you  ?  or,  How  is  your  health  ? 
Nicely,  thank  you. 

To  know  the  different  parts  of  speech  of  the 
word  only  when  used  in  different  positions  in  the 
same  sentence,  and  the  differences  in  meaning. 

The  expressions  :  The  house  is  building,  Corn 
is  selling,  Not  much  is  doing,  etc.,  are  correct.  It 
does  not  follow,  however,  that  the  passive  forms 
are  incorrect. 

Thoroughly  review  all  similar  topics  in  preced- 
ing grades. 

19. 

Abbreviations. 

Atty.,  Anon.,  Cr  ,  D.  D.,  Do.,  If.  B.,  Inst., 
Prox.,  Ult.,  Via,  Viz.,  C.  0.  D.,  Vol.,  Diet. 
Names  of  denominate  'numbers. 
Similar  topics  in  preceding  grades. 


SEVENTH  YEAR  OR  GRADE. 

1. 
synthesis,  and  parsing. 

No  definite  limit  can  be  assigned  as  to  the  diffi- 
culty of  the  sentences.  This  may  be  modified  by 
the  fact  that  there  is  to  be  another  year's  work  in 
the  same  subject. 

Teach  the  application  of  the  rules  of  construc- 
tion, both  in  parsing  and  in  correcting  false  syn- 
tax ;  but  to  require  the  repetition  of  a  rule  or  of 


SEVENTH  YEAR    OR   GRADE.  65 

definitions  for  every  word  that  is  parsed  is  worse 
than  nonsense. 

For  the  latter  half  of  the  grade,  to  name  the 
parts  of  speech  and  give  the  syntax  of  the  words  is 
sufficient  in  parsing.  This  may  be  called  "  syn- 
tactical parsing." 

Sentences  should  be  considered  properly  ana- 
lyzed when  they  have  been  classified,  separated  into 
word,  phrase,  and  clause  elements,  and  the  relation 
of  the  elements  shown.  (See  Sixth  Grade.) 

In  any  construction  which  is  figurative  or  at 
all  obscure,  the  first  thing  in  recitation  should  be 
to  ascertain  whether  the  pupils  understand  the 
meaning  of  the  author,  and  this  study  is  more  im- 
portant than  that  of  analysis.  The  latter  without 
the  former  is  simply  groping  in  the  dark. 

Paraphrasing  poetry  or  poetical  language  is  an 
excellent  practice. 

2. 

Same  as  Topic  17  of  Sixth  Grade. 

Add  the  writing  and  answering  of  notes  of  in- 
vitation. 

/See  Notes  C,  D,  and  E. 

3. 

Carefully  review  Topic  18,  Sixth  Grade, 
and  all  similar  topics  in  preceding  grades. 

4. 

Pronunciation  and  use  of  lists  of  common 
words  liable  to  mispronunciation. 

By  the  aid  of  hand-books  prepared  for  the  pur- 


66 


INSTRUCTION  IN  ENGLISH. 


pose,  lists  of  words  may  be  selected  without  special 
labor  on  the  part  of  the  teacher.  A  little  memo- 
randum-book should  be  at  hand,  and  a  list  of  words 
made,  as  their  use  in  the  school-room  suggests 
them. 

This  exercise  will  be  a  great  incentive  to  indi- 
vidual investigation  and  discrimination  in  the  use 
of  words. 

See  Note  B. 

5. 

Use  and  orthography  of  the  following 
words,  and^review  of  similar  lists  in  preceding 
grades. 

abbe    abbey 
bail    bale 
bark    barque 
barren    baron 
barrenness    baroness 
bay    bey 
bolder    bowlder 
breach    breech 
broach    brooch 


cannon    canon 
canvas    canvass 
cast    caste 
cede    seed 
ceil    seal 
chased    chaste 
chord    cord 
clause     claws 
coward     cowered 
cousin     cozen 


cypress     Cyprus 

deviser    devisor    divisor 

doe    dough 

ferrule    ferule 

fort    forte 

gild    guild 

kill    kiln 

knave    nave 

liar    lyre 

main    mane    Maine 

maize    maze 

marshal     martial 

marten    martin 

mean    mien 

meat    meet    mete 

metal    mettle 

mold     mould 

peer    pier 

pole    poll 


SEVENTH   YEAR    OR    GRADE.  67 


reek    wreak 

tacked    tact 

rest    wrest 
roe    row 

taper    tapir 
team    teem 

rough     ruff 
rout    route 

tear    tier 
tide     tied 

sailer    sailor 
sane     Seine 

tire     Tyre 
wain    wane 

serf    surf 

waive    wave 

6. 
Abbreviations, 

A.  C.  or  B.  C.,  e.  g.,  A.  B.  or  B.  A.,  i.  e.,  Pro 
tern.,  Kt.  Bev.,  Et.  Hon.,  Incog.,  Sec.,  Dep., 
Dept.,  Del.  (He  drew  it.) 

Similar  topics  in  preceding  grades. 

7. 
Topic  recitations. 

The  subject  of  Grammar  is  less- available  for  topic 
recitation  than  are  most  other  branches  of  study. 

One  means  of  such  recitation  is  here  indicated. 

A  pupil  may  step  to  the  blackboard,  announce 
and  define  his  topic,  and,  as  he  classifies,  defines 
and  illustrates  the  use  of  different  classes,  make  a 
diagram  upon  the  board  to  illustrate  his  subject. 

Thus  : 

f  Definite, 
f  Articles.     < 

[  Indefinite. 
Limiting.   <  Pronominal. 


The  Adjective.  - 


(  Cardinal. 


[Numeral.       «{ 

L  Ordinal. 
Qualifying. 

Comparison. 


68  INSTRUCTION  IN  ENGLISH. 

The  subject  is  first  announced,  the  definition 
given  and  illustrated,  and  then  the  word  written 
upon  the  board. 

Adjectives  are  divided  into  two  general 
classes — limiting  and  qualifying.  Each  class 
should  be  defined,  illustrated  in  a  sentence,  and 
then  the  words  written  upon  the  board. 

Limiting  adjectives  are  divided  into  three 
classes. 

After  the  classes  are  defined  and  illustrated,  the 
words  should  be  written  on  the  board  as  before, 
and  so  on  until  the  subject  is  finished.  The  criti- 
cisms of  the  class  will  then  be  in  order. 

The  same  may  be  given  without  the  use  of  the 
blackboard. 

A  pupil  may  take  his  place  at  the  board  and 
call  upon  his  fellow-pupils  to  furnish  definitions, 
classifications,  or  illustrations  in  sentences  as  he 
shall  designate,  and  he  write  the  diagram  upon  the 
board  as  material  is  furnished  ;  or,  he  may  write 
the  diagram,  calling  upon  other  pupils  to  tell  what- 
ever there  is  to  say  about  any  one  word  which  he 
writes,  etc. 


EIGHTH  YEAE  OK  GRADE. 

1. 

Analysis,  synthesis,  and  parsing  of  all  con- 
structions* 

Do  not  dwell  upon  matters  with  which   the 
pupils  are  perfectly  familiar,  and  let  them  thresh 


EIGHTH  YEAR    OR    GRADE.  69 

over  old  straw  which  has  not  a  particle  of  grain 
in  it. 

With  a  class  in  this  grade,  to  require  every 
word  t6  be  parsed  in  any  ordinary  stanza  or  para- 
graph is  a  positive  waste  of  time — and  that  is  al- 
ways reprehensible.  (See  Topic  1,  Seventh  Grade.) 

If  Grammar  lessons  are  not  as  interesting  to 
pupils  as  others,  the  teacher  may  be  certain  that 
the  trouble  lies  with  herself,  and  not  with  the  sub- 
ject. 

Topics  2,  3,  4,  and  6  of  Seventh  Grade  are  to  be 
applied  in  this  grade,  and  need  not  be  re-written. 

The  whole  subject  is  to  be  reviewed  and  com- 
pleted, so  far  as  Grammar-school  work  can  do  it. 

2. 

Use  and  orthography  of  the  following  words, 
and  review  of  similar  lists. 

adds     adz  days    daze 

adherence     adherents  demean    demesne 

allegation     alligation  exercise    exorcise 

auger    augur  fain    fane    feign 

auricle     oracle  faint    feint 

bight    bite  fate    fete 

borough     burrow  filter    philter 

censer    censor  freeze    frieze 

cere     sear    seer  hart    heart 

cereal     serial  impassable     impassible 

cession     session  indict    indite 

choler    collar  invade  ,  inveighed 
complement  compliment  levee    levy 

cygnet    signet  load    lode 


70 


INSTRUCTION  IN  ENGLISH. 


manner     manor 
palate    pallet    palette 
peak    peek    pique 
pearl    purl 
plait    plate 
pleas    please 
plum    plumb 
port    Porte 
radical    radicle 
raise    rays    raze 
real    reel 
reck    wreck 


rheum     room 
rigger    rigor 
shear     sheer 
seignior    senior 
serge     surge 
sleight    slight 
stile     style 
stoop     stoup 
subtler     suttler 
succor     sucker 
suite     sweet 
thyme     time 


3. 


Abbreviations. 

Ibid,  or  Ib.,  Id.,  I.  H.  S.,  LL.  B.  or  B.  L., 
LL.  D.,  MS.,  MSS.,  Ph.  D.,  0.  S.,  K  S.,  Vs., 
Mile.,  Mme.,  M.  (Monsieur),  MM.,  D.  V.,  R.  S. 
V.  P.,  Et  al.,  H.  B.  M.,  Sen.,  Eep. 

Similar  topics  in  preceding  grades. 

4. 

Upon  any  subject  with  which  the  pupil  is  fa- 
miliar he  should  be  able  to  write  intelligently  and 
correctly.  He  should  be  able  to  write  letters  cor- 
rect in  form  and  expression,  to  write  notes  of  in- 
troduction or  invitation,  and  to  answer  the  same, 
and  to  write  correctly  any  ordinary  business  form. 
This  is  not  too  much  as  a  test  of  written  work,  and 
the  pupil  who  can  not,  in  Eighth  Grade,  do  what  is 
indicated  above,  should  be  exceptionally  stupid — 
at  any  rate  so  far  as  the  English  language  is  con- 
cerned. 


NOTES. 


A.  Topic  recitation. 

As  a  means  of  cultivating  easy  use  of  language 
on  the  part  of  pupils,  there  is  nothing  that  excels 
a  well-conducted  recitation. 

With  a  teacher  a  great  point  is  gained  when 
she  learns  exactly  what  her  business  is  in  a  recita- 
tion, and  also  learns  strictly  to  mind  that  business. 

Whenever  practicable,  recitations  should  be 
topical,  and  during  the  recitation  of  his  topic  a 
pupil  should  not  be  interfered  with.  Questions 
and  criticism  have  their  proper  time,  and  they 
should  come  freely,  especially  from  the  pupils. 

The  ability  to  recite  upon  a  given  topic  for  one, 
two,  or  three  minutes,  in  well-chosen  language, 
without  memorizing  the  text,  is  invaluable.  Some- 
times the  text  should  be  amplified ;  sometimes 
condensed. 

In  order  that  topic  recitation  may  be  well  con- 
ducted, thorough  preparation  for  each  day's  work 
is  necessary  on  the  part  of  teachers.  This  is  one 
reason,  perhaps  the  main  reason,  why  it  is  not 
generally  adopted.  The  indolence  of  teachers  leads 


72  INSTRUCTION  IN  ENGLISH. 

them  to  prefer  to  sit  behind  text-books  like  ma- 
chines, read  questions;  and  look  for  answers. 

This  disgraceful  method,  or  want  of  method,  is 
still  very  common,  even  in  what  are  called  good 
schools.  In  its  use  the  children  are  not  thrown 
upon  their  own  resources  for  the  use  of  language, 
but  answer  in  single  words  or  disjointed  phrases, 
learned  verbatim  from  the  text-book.  Sometimes 
whole  paragraphs,  or  even  pages,  are  committed  to 
memory,  and  required  word  for  word.  Thus  the 
pupil  is  made  to  imitate  the  teacher,  and  become 
another  machine.  It  is  high  time  that  such  abomi- 
nable practices  were  ruled  out  of  schools. 

B.  Apparatus, 

While  it  is  true  that  the  articles  that  come 
under  this  head  are  of  the  greatest  assistance  in 
teaching,  and  that  they  should  be  supplied  to  every 
school  at  public  expense,  still,  the  earnest  and  in- 
genious teacher  can  and  will  supply  their  place. 

If  reference-books  are  not  furnished,  she  will 
have  to  do  without  them,  but  maps,  charts,  geo- 
metrical solids,  and  even  a  globe,  may  be  gotten  up 
for  the  occasion.  The  very  earnestness  which  will 
lead  to  procuring  these  things  will  lead  to  their 
efficient  use. 

Heavy  manilla  paper,  a  common  marking  brush 
and  a  bottle  of  marking  ink,  will  furnish  material 
for  all  the  maps  and  charts  needed.  A  common 
pine  easel,  about  five  feet  high,  securely  jointed  at 
the  top,  will  furnish  a  convenient  mounting  for  the 
articles  mentioned.  If  the  sheets  of  paper  are  fas- 


NOTES. 


tened  at  the  top,  they  may  be  so  turned  as  to  show 
either  side,  or  to  show  succeeding  pages.  One  side 
of  the  easel  may  be  devoted  to  lists  of  words  select- 
ed for  pronunciation  and  use  in  sentences,  as  de- 
scribed in  the  several  grades.  The  other  to  outline 
maps,  arithmetical  charts,  etc. 

The  words  for  the  exercises  in  pronunciation 
should  be  carefully  selected,  first  from  words  within 
the  vocabulary  of  the  children,  then  from  their 
text-books  and  other  sources.  Most  teachers  will 
find  that  this  exercise  is  a  dangerous  one  without 
special  preparation  on  their  own  part,  for  the 
dictionary  will  furnish  constant  surprises  in  the 
pronunciation  of  hundreds  of  very  common 
words. 

By  having  the  words  selected  and  arranged  in 
lessons,  a  great  deal  maybe  accomplished  in  a  very 
short  time.  Each  lesson  or  group  should  contain 
not  more  than  four,  five,  or  six  words,  according 
to  the  age  of  the  pupils. 

The  using  of  words  in  sentences  in  order  to 
show  the  child's  knowledge  of  their  meaning  is 
much  better  than  giving  definitions,  especially  in 
the  primary  grades.  In  fact,  the  practice  of  de- 
fining words,  as  usually  conducted  in  these  grades, 
amounts  to  little  else  than  a  burlesque. 

C.  Selections  for  general  exercises. 

The  selections  for  reading  or  recitation  should 
be  only  such  as  have  been  approved  by  the  teacher. 
The  tendency  with  children  is  to  look  for  some- 
thing humorous.  "While  this  is  permissible  for 

7 


74  INSTRUCTION  IN  ENGLISH. 

occasional  exercises,  if  carried  to  excess  very  poor 
results  will  follow. 

The  taste  of  children  may  be  controlled  and 
gradually  led  to  seek  such  selections  as  will  elevate 
and  strengthen  character.  This  will  require  liter- 
ary research  on  the  part  of  the  teacher,  than  which 
nothing,  certainly,  can  be  of  greater  benefit,  both 
to  herself  and  to  her  pupils. 

In  the  primary  grades,  the  committing  of  single 
sentences  or  stanzas  containing  especially  beautiful 
thoughts,  or  of  short  selections  for  concert  recita- 
tion, is  a  most  excellent  practice.  A  store  of  such 
selections  should  be  gathered,  so  that  something 
may  be  called  for  every  day. 

D.  General  exercises. 

These  exercises,  as  to  frequency  and  arrange- 
ment, must  be  regulated  for  the  wants  of  each 
school.  They  should  be  dignified  in  character, 
and  carefully  arranged,  so  that  pupils  will  respect 
as  well  as  enjoy  them. 

They  should  not  become  tiresome  through  too 
great  length,  either  as  a  whole  or  as  to  parts. 

The  recitation,  in  a  clear  voice,  of  a  short  sen- 
timent by  each  pupil  of  the  class,  or  of  a  certain 
section  of  it,  makes  a  very  pleasant  feature  of  such 
exercises. 

As  often  as  once  each  month  selections  and 
quotations  maybe  made,  as  largely  as  possible,  from 
the  works  of  a  certain  author.  His  life  and  longer 
works  may  furnish  the  subjects  of  essays.  A  gen- 
eral discussion  of  the  author  and  his  writings  may 


NOTES.  75 


follow.      This  will  prove  exceedingly  interesting 
and  profitable. 

An  hour  each  week,  for  which  careful  prepara- 
tion has  been  made,  given  to  essays,  readings,  reci- 
tations, discussions,  sentiments,  and  singing,  may 
be  made  the  pleasantest  hour  of  the  week  to  both 
pupils  and  teacher. 

E.  Sight  reading. 

It  will  not  be  necessary  to  discuss  the  impor- 
tance of  presenting  fresh  reading  matter  to  pupils. 
The  need  of  it  is  felt  by  all  teachers,  especially  by 
those  teaching  primary  schools.  Before  finishing 
their  reading-books,  three  fourths  of  the  pupils  in 
these  grades  can  repeat  any  of  the  lessons  verbatim, 
if  the  first  half  dozen  words  are  given  them  as  a 
starter. 

Pupils  in  the  First  Grade  should  be  taught  to 
read  script,  and  then  the  blackboard  and  crayon 
will  furnish  means  for  an  inexhaustible  supply  of 
fresh  reading  matter.  Printing  upon  the  board  is 
a  waste  of  time,  and  teaching  children  to  print  is 
a  worse  one.  They  can  learn  to  write  in  the  same 
time  that  the  printing  requires.  New  words  should 
be  carefully  added  to  their  reading  lessons,  and 
each  word  that  is  presented  should  be  learned  as  a 
unit  and  not  as  a  combination  of  letters  or  sounds. 

A  fresh  lesson  may  be  furnished  every  day,  or 
twice  a  day,  not  of  new  words,  but  new  combina- 
tions of  those  that  are  somewhat  familiar,  always 
woven  into  sentences  or  stories  that  will  interest 
the  children. 


76  INSTRUCTION  IN  ENGLISH. 

The  lesson  may  be  written  while  the  children 
are  grouped  around  the  teacher,  striving  to  read  as 
fast  as  she  writes.  This  will  arouse  great  eagerness. 

For  other  grades  two  or  three  different  books 
or  sets  of  books  may  be  obtained  by  almost  any 
teacher.  Three  of  a  kind  will  answer  yery  nicely. 
Two  of  them  may  be  in  the  hands  of  pupils,  and 
so  passed  from  one  to  another  as  to  waste  no  time. 

After  reading  a  part  of  the  lesson,  the  pupil 
may  repeat  the  substance  of  what  he  has  read,  or 
others  may  repeat  what  they  have  heard.  ISTo  diffi- 
culty will  be  experienced  in  securing  attention. 

If  no  better  plan  is  practicable,  one  book  or 
paper  may  be  made  to  answer  the  purpose,  and 
certainly  anybody  can  secure  that.  Geographies, 
when  well  written,  may  well  be  used  as  reading 
books. 

Interesting  paragraphs  may  be  cut  from  news- 
papers, and  these  handed  to  different  members  of 
the  class,  both  for  a  reading  and  language  exercise. 

At  all  events,  sight  reading  should  occur  once 
or  twice  each  week.  Besides  teaching  reading,  it 
will  banish  the  humdrum  from  the  school-room. 

F.  Cultivating  literary  taste. 

When  a  child  can  read  fluently  and  intelli- 
gently at  sight,  the  teacher's  work  with  him,  so 
far  as  the  manner  of  his  reading  is  concerned,  may 
be  considered  pretty  well  done.  It  is  not  at  ail 
necessary  for  the  school-teacher  to  try  to  fit  him 
for  public  reading,  nor  for  the  stage. 

The  question  as  to  what  the  child  shall  read  is 


NOTES.  77 


one  of  the  greatest  importance,  and,  strange  to 
say,  it  is  one  that  receives  but  very  little  attention, 
either  in  school  or  out  of  it. 

The  reasons  why  parents  do  not  guide  and  con- 
trol in  this  matter  arise  from  various  causes ;  igno- 
rance, want  of  interest,  want  of  time  (imaginary 
but  potent),  and  want  of  literary  training  or  taste. 

To  be  sure,  no  outline  of  study  calls  for  atten- 
tion to  this  subject  from  the  teacher  ;  but  it  is 
one  of  such  interest  and  importance  that  no  true 
teacher,  after  once  having  thought  seriously  of  the 
matter,  can  shirk  its  responsibilities. 

The  minds  of  children  crave  food  as  eagerly  as 
do  their  bodies.  If  left  to  themselves  they  will 
seek  that  which  excites  their  emotions  only ;  but 
which  will  be  as  unwholesome  for  mental  nutri- 
ment as  would  be  a  diet  of  sweetmeats  for  bodily 
nourishment. 

This  subject  should  receive  the  earnest  atten- 
tion of  all  teachers,  certainly  of  grammar  grades. 
Each  teacher  should  study  and  think  about  it,  and 
make  lists  of  books  and  periodicals  which  can  be 
conscientiously  recommended  to  children.  Parents 
in  general  will  be  very  glad  of  such  assistance,  and 
in  many  cases  will  cheerfully  procure  the  books 
recommended. 

Of  course,  there  are  many  standard  books  which 
may  be  chosen  on  account  of  their  reputation,  but 
there  should  be  no  doubt  about  the  fitness  of  any 
book  on  the  list.  A  short  list  of  which  the  teacher 
is  certain  will  be  much  better  than  a  long  one  of 
which  she  has  any  doubt. 


Y8  INSTRUCTION  IN  ENGLISH. 

Perhaps  no  more  valuable  plan  can  be  devised 
than  that  lately  so  successfully  tried  and  adopted 
in  the  Wells  School  of  Boston.  Copies  enough  of 
the  same  book  are  obtained  so  that  each  pupil  of 
the  class  is  supplied.  On  a  given  evening,  once  a 
week,  instead  of  studying  the  regular  lessons,  all 
are  expected  to  read  a  certain  portion  of  the  book. 
The  next  day  it  is  discussed  in  class,  and  extracts 
are  read  in  illustration.  This  forms  a  most  inter- 
esting literary  exercise.  As  a  language  exercise  its 
beneficial  effects  are  remarkable. 

The  books  for  the  trial  were  given  by  a  public- 
spirited  citizen.  As  yet,  the  public  library  does 
not  furnish  books  for  this  purpose.  Any  library 
certainly  could  not  do  a  nobler  work. 

Fortunately,  the  cheap  publications  of  the  pres- 
ent day  place  it  within  the  power  of  any  teacher  of 
a  sufficiently  advanced  grade  to  try  the  experiment. 
Excellent  books  for  the  purpose  may  be  found 
in  the  Franklin  Square  or  Seaside  Library,  and 
obtained  for  ten  or  fifteen  cents  each.  Any  pupils 
would  be  glad  to  buy  them,  provided  the  subject 
is  presented  in  the  proper  manner. 

Keeping  a  record  of  the  books  read  by  pupils 
will  stimulate  and  control  the  habit  of  reading. 
The  mere  idea  of  reporting  to  his  teacher  will  often 
deter  a  pupil  from  reading  trashy  books.  In  con- 
demning any  book  the  teacher  should  make  the 
pupil  understand  the  reason  of  its  hurtfulness. 

One  plan  is  for  the  teacher  to  have  a  blank- 
book,  in  which  each  pupil  shall  have  a  space  for 
each  month.  At  the  end  of  the  month  the  pupil 


UNGRADED  SCHOOLS. 


may  hand  in  a  written  list  of  the  books  he  has 
read,  together  with  the  names  of  their  authors. 

These  may  be  recorded  in  the  book  referred  to 
by  one  of  the  pupils.  The  teacher  should  look 
over  the  list,  and  give  or  withhold  her  approval  of 
the  books,  as  the  case  requires.  As  often  as  once 
each  quarter  the  result  of  each  pupil's  reading  may 
be  announced. 

In  this  way  much  lasting  good  will  be  accom- 
plished. The  dangerous  classes  in  the  community 
are  not  the  readers  of  good  books. 

A  teacher's  aim  should  be  to  study,  not  how 
little  work  and  responsibility  the  letter  of  the  law 
may  demand,  but  how  she  can  be  of  the  greatest 
benefit  to  the  children  under  her  charge,  both  as 
to  their  advancement  in  learning  while  there,  and 
also  as  to  the  formation  of  habits  which  will  pro- 
mote the  happiness  and  usefulness  of  their  whole 
lives. 


UNGRADED    SCHOOLS. 

The  question  of  presenting  language-lessons  in 
ungraded  schools  is,  in  many  cases,  a  difficult  one, 
on  account  of  the  numerous  demands  upon  the 
time  of  the  teacher.  But,  of  all  poor  excuses 
offered  for  neglected  work,  the  "  want  of  time  "  is 
the  poorest  ever  invented.  Time  and  means  are 
never  lacking  with  an  indomitable  will. 

There  is  a  multiplicity  of  classes,  to  be  sure — 
greater  than  is  necessary  or  profitable — in  most 


80  INSTRUCTION  IN  ENGLISH. 

cases.  But,  take  the  classes  as  they  are,  they  are 
usually  small,  and  in  the  summer-time  very  small ; 
so  that  the  children  may  receive  much  more  indi- 
vidual attention  than  in  the  large  graded  schools 
of  the  towns.  The  freshness  and  earnestness  of 
these  young  country  lives  make  the  work  of  a 
competent  teacher  peculiarly  effective. 

Especially  the  summer  term  then,  when  the 
teacher's  attention  is  almost  entirely  given  to  the 
smaller  children  of  the  neighborhood,  is  the  time 
for  language-lessons,  and  upon  the  topics  laid 
down  in  this  course  of  instruction.  The  teacher 
may  choose  from  them  as  her  judgment  directs, 
but  technical  Grammar  and  the  text-book  will  be 
of  very  questionable  utility ;  in  fact,  they  are  in 
most  cases  a  hindrance. 

The  school,  which  will  rarely  exceed  fifteen  or 
twenty  pupils  in  average  attendance,  may  be  di- 
vided into  two  classes  or  forms,  and  each  receive  a 
half  hour's  instruction  each  day. 

No  alarm  need  be  felt  about  classifying  the 
pupils,  for  the  little  fellows  will  enter  into  the  ex- 
ercises with  great  spirit,  and  catch  the  points  pre- 
sented almost  as  readily  as  the  older  pupils.  When 
it  comes  to  criticism,  they  will  command  respect 
by  the  sharpness  of  their  thrusts. 

This  work  is  confidently  commended  to  the 
teachers  of  these  schools  because  the  author  has 
taught  them,  "boarded  around,"  and  superin- 
tended them,  and  believes  nothing  would  awaken 
greater  interest,  or  be  more  profitable,  than  well- 
presented  lessons  in  the  English  language. 


YA 


/  /A 

04- 
// 


